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KNOWLEDGE AND USE OF CONTINUOUS
ASSESSMENT AMONG TEACHERS' IN BASIC SCHOOLS O
NURSING IN SOUTHEAST ZONE, NIGERIA
UDEH, MERCY EBELE
PG/M.SC/09/53734
M.SC DISSERTATION (POST FIELD)
Digitally Signed by: Content
manager’s Name
DN : CN = Weabmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
Fred Attah
Faculty of Health Sciences &Technology
Department of Nursing Sciences
KNOWLEDGE AND USE OF CONTINUOUS
ASSESSMENT AMONG TEACHERS' IN BASIC SCHOOLS OF
NURSING IN SOUTHEAST ZONE, NIGERIA
UDEH, MERCY EBELE
M.SC DISSERTATION (POST FIELD)
Digitally Signed by: Content
manager’s Name
DN : CN = Weabmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
culty of Health Sciences &Technology
Department of Nursing Sciences
2
KNOWLEDGE AND USE OF CONTINUOUS
ASSESSMENT AMONG TEACHERS' IN BASIC SCHOOLS OF
NURSING IN SOUTHEAST ZONE, NIGERIA
BY
UDEH, MERCY EBELE
PG/M.SC/09/53734
M.SC DISSERTATION (POST FIELD)
DEPARTMENT OF NURSING SCIENCES
FACULTY OF HEALTH SCIENCES AND TECHNOLOGY
UNIVERSITY OF NIGERIA
ENUGU CAMPUS
MARCH 2014
3
TITLE PAGE
KNOWLEDGE AND USE OF CONTINUOUS
ASSESSMENT AMONG TEACHERS' IN BASIC SCHOOLS OF
NURSING IN SOUTHEAST ZONE, NIGERIA
BY
UDEH, MERCY EBELE
PG/M.SC/09/53734
M.SC DISSERTATION (POST FIELD)
IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE
AWARD OF DEGREE: MASTER OF SCIENCE NURSING
(NURSING EDUCATION)
SUPERVISOR: DR. (MRS.) N. P. OGBONNAYA
MARCH 2014
4
CERTIFICATION
This is to certify that I am responsible for the work submitted in this dissertation,
that the original work is mine except as specific in acknowledgment and references,
and that neither the dissertation nor the original work contained therein has been
submitted to this university or any other institution for the award of a degree.
____________________ __________________
Udeh, Mercy Ebele Signature
Student
____________________ __________________
Dr. (Mrs) N.P Ogbonnaya Signature
Supervisor
__________________
Date
5
APPROVAL PAGE
This dissertation has been approved for the Award of Masters of Science Degree in
Nursing in the Department of Nursing Sciences, Faculty of Health Sciences and
Technology, University of Nigeria, Enugu Campus.
By
_______________________ __________________
Dr (Mrs.) N.P. Ogbannaya Date
____________________ __________________
Dr (Mrs.) U.V. Okolie Date
Head of Department
___________________ __________________
Dean of the Faculty Date
____________________ __________________
External Examiner Date
DEDICATION
This project is dedicated to God Almighty and Nurse Educators who will move nursing profession
to greater height.
ACKNOWLEDGEMENTS
I am humbly grateful to the Almighty and faithful God who has shown me once more that with Him
all things are possible as He guided and protected me throughout the period of my study particularly
at the data collection stage.
My special thanks go to my invaluable supervisor, Dr. (Mrs.) N.P. Ogbonnanya, for her readiness
and motherly co-operation which was very inspirational to me. I thank her for all time given me
while the study lasted. I remain grateful to the Head of Nursing Sciences department Dr (Mrs)
Uchenna V. Okolie. The contributions and encouragement of my lecturers like Dr. (Mrs) I. O
Ehiemere ( P. G. Coordinator), Dr (Mrs) I. L. Okoronkwo, Dr. A. C. Nwaneri, Dr. (Mrs) A. N.
Anarado, Prof C. B. Okafor, Dr. (Mrs) A. U. Chinweuba, and indeed, all the lecturers in the
Department of Nursing Sciences cannot be easily forgotten. I appreciate all of you.
My profound gratitude also goes to the authorities of the schools of Nursing, South East zone of
Nigeria and indeed all the Nurse educators of the schools that opened their doors for me when I
visited or spent their time on phone calls for data collection.
I deeply appreciate my ever supportive husband Akameze Osinachi who has always been there for
me throughout this programme and also my entire family members especially my younger sister
Udeh Chidimma and my brother Udeh Grateful.
I thank you all!
TABLE OF CONTENTS
Title page - - - - - - - - - i
Certification - - - - - - - - - ii
Approval page - - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgements - - - - -- - - - - v
Table of Contents - - - - - - - - vi
Abstract - - - - - - - - - viii
CHAPTER ONE
INTRODUCTION
Background to the Study - - - - - - - 1
Statement of the Problem - - - - - - - 5
Purpose of the Study - - - - - - - - 6
Objectives of the Study - - - - - - - 6
Hypotheses - - - - - - - - - 6
The Scope of the Study - - - - - - - 7
Significance of the Study - - - - - - - 7
Operational Definition of Terms - - - - - - 8
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review - - - - - - - - 9
Concept of Continuous Assessment - - - - - - 9
Nature of Continuous Assessment - - - - - - 11
Characteristics of Continuous Assessment - - - - - 12
Historical Background of Continuous Assessment - - - - 14
Scope (Aspects) of Continuous Assessment - - - - - 16
Practice of Continuous Assessment - - - - - - 18
Teachers' Perceptions of Continuous Assessment - - - - 19
Forms of Continuous Assessment - - - - - - 21
Advantages of Continuous Assessment - - - - - 23
Disadvantages of Continuous Assessment - - - - - 25
Factors Militating against Continuous Assessment - - - - 26
Uses of Continuous Assessment - - - - - - 29
Theoretical Review - - - - - - - - - 31
The Policy Tools Theory - - - - - - - 31
Empirical Review - - - - - - - - 33
Summary of the Reviewed Literature - - - - - - 37
CHAPTER THREE
RESEARCH METHODS
Research Design - - - - - - - - 38
Area of the Study - - - - - - - - 38
Population of Study - - - - - - - - 39
Subject of the Study - - - - - - - - 39
Instrument for Data Collection - - - - - - - 39
Validity of Instrument - - - - - - - - 40
Reliability of the Instrument - - - - - - - 40
Ethical Consideration - - - - - - - - 41
Procedure for Data Collection - - - - - - - 41
Method of Data Analysis - - - - - - - 42
CHAPTER FOUR
ANALYSIS OF DATA AND PRESENTATION OF RESULTS
Summary of Results - - - - - - - 55
CHAPTER FIVE
DISCUSSION OF THE FINDINGS
Discussion of Major Findings - - - - - - 57
Implication of the Findings - - - - - - - 65
Limitations of the Study - - - - - - - 66
Suggestion for Further Studies - - - - - - 67
Summary - - - - - - - - - 67
Conclusion - - - - - - - - - 69
Recommendations - - - - - - - - 70
References - - - - - - - - - 72
Appendix A
Appendix B
Appendix C
Appendix D
ABSTRACT
The assessment of learning outcome provides objective evidence necessary in the decision –
making process in educational system. This study investigated the knowledge and use of
continuous assessment among teachers in basic schools of Nursing in South East zone of
Nigeria. Descriptive survey was adopted for the study. Four objectives and five hypotheses
guided the study. The subjects studied were all the 194 teachers in the basic schools of Nursing
who gave their informed consent. A face and content validated structured questionnaire in 4
point likert scale format with a reliability of 0.96 was used for data collection. Data were
analysed descriptively using frequencies, percentages, mean and standard deviation. Major
findings revealed that majority of the teachers have knowledge of Continuous Assessment
(means score = 3.0), most teachers do not use various continuous assessment techniques in
carrying out continuous assessment (means score = 2.3), continuous assessment data is not
adequately used in decision making in most schools (mean score = 2.4), there is a significant
positive relationship between knowledge and practice of continuous assessment (P < 0.05), and
there is a significant difference in the practice of continuous assessment between teachers with
diploma and teachers with university degree (P < 0.05). Furthermore, there is no significant
difference in the practice of continuous assessment between male and female teachers (p > 0.05),
there is a significant difference in the practice of continuous assessment as regards years of work
experience (p < 0.05) but there is no significant difference in the use of continuous assessment as
regards years of work experience (p > 0.05). Based on the findings above, the researcher
recommended among other things that more emphasis be placed on the knowledge of the
teachers on the use of continuous assessment. The main limitation of the study is great dearth of
knowledge and literature in this area. Suggestions for further research were also highlighted.
CHAPTER ONE
INTRODUCTION
Background to the Study
Academic assessment is vital in teaching and learning process and it provides the necessary
feedback required in order to evaluate effectively the outcome of educational efforts and objectives.
The assessment of learning outcomes provides objective evidences necessary in the decision-
making process in education. As correctly pointed out in Bassavanthappa (2009), good
measurement resulting in accurate data is the foundation of sound decision making. There is little
doubt among educational practitioners about the special value of educational assessment as a basic
condition for effective learning and decision making. In the classroom, assessment aims at
determining the extent of students' mastery or competence over a body of knowledge and skills in a
subject (Airasian, 2006).
Assessment can be defined as the process of gathering data and fashioning them into interpretable
form for decision – making. It involves collecting data with a view to making value judgement
about the quality of a person, object, group or event. (Ajuonuma, 2007). Educational assessment
may generally be used for formative or summative purposes. Formative assessment (continuous
assessment) is designed to help the teacher make effective teaching and learning decisions
throughout the period of teaching. It provides continuous information or feedback to the teacher as
well as to the student about their relative performance in teaching and learning. The information is
then used for improving the quality of instruction (Clarance, 2009). The summative type of
assessment involves an overall assessment of learning outcomes for certification, placement,
promotion or decision concerning the worth of an educational programme.
The concept of continuous assessment is not new in education in developed countries where
continuous assessment is in-built into the teaching and learning as posited by Izard (2007).
Moreover, previous studies on the subject have revealed that in the international scenarios,
formative assessment had already been practised in schools including Australia, Canada, Denmark,
England, Finland and Scotland (Adebowale & Alao, 2008).
The continuous assessment grading system requires the assessment of the change in behaviours, in
terms of cognitive, affective and psychomotor domains. The students are evaluated from one stage
to the other through tests, assignments, projects and other school activities. At the end of the term or
year these tests are used for determining the performance or achievement of the students in a
particular course of study or subject.
Race (2007) equally stressed that continuous assessment is more useful to the students, since it
provides them with on-going feedback on their performance, helps them to become more self-
critical, and encourages them to attempt to master material as they actually work through a course or
course unit rather than leaving the real learning process to the very end. It is also much fairer, in
that it allows students to demonstrate their ability and development on an on-going basis, so that the
student who works steadily and consistently well but is not very good at sitting for examinations is
not placed at a disadvantage compared with the lazy student who does the minimum amount of
work needed to pass such examinations, or the student who is skilful at the "examination game" but
otherwise not particularly competent.
However, for several years, the educational systems of many African nations were dominated by the
one-short summative type of assessment, (Alausa, 2005).
The examination system, up to the time of the introduction of continuous assessment was also based
purely on the single summative assessment (Fafunwa, 2004). Students, teachers, parents and even
textbooks were focused more on the single examination. Students were coached to pass
examinations so as to move up the education ladder. It was to counter the problems of the single
summative examination that suggestions for a broader approach to assessment, which would be
flexible and also provide valid and reliable results, were made.
According to Ball (2004), an understanding of intentions embedded in policy is a factor for its
effective implementation. The extent to which teachers assess and deal with strength and
weaknesses manifested by learners when responding to assessment tasks reveal their understanding
of what continuous assessment is all about.
Reineke (2007) asserts that the aim of continuous assessment is no longer to improve test scores, but
to find ways in which assessment impacts on the way teaching occured and learners learnt, so as to
contribute to improvement in the education system. According to Cochran-Smith (2004), this
cannot happen without teachers' knowledge of continuous assessment. It is when people know about
innovation they are to adopt that they are motivated to embrace its practices.
Through the National Policy on Education (NPE), the Federal Government of Nigeria (FGN, 2004)
stated that educational assessment at all levels of education would be liberalized by basing them in
whole or part on continuous assessment. This recommendation was based on some deficiencies
identified in the nation's way of assessing students. The traditional system of assessment
concentrated only on the cognitive domain, with little or no attempt made to assess the affective and
psychomotor domains. This system encourages students to study only during the period of
examination. This is done by the memorization of facts, which are forgotten after the examination
(FGN, 2004 and Obe, 2005). It was based on these reasons and more that the committee set for
National Policy on Education in 1971, recommended the use of continuous assessment in Nigeria
Educational System. In pursuance of this policy statement, National University Commission
(NUC) allotted 30% and 70% of the total score of the university students to continuous assessment
and end of semester examination respectively.
The Nursing and Midwifery Council of Nigeria also approved the practice of Continuous
Assessment as one of the general method of evaluation of student nurses (Okafor and Iweze, 2012).
The continuous assessment shall constitute 30% of the total marks obtained by the student during
the programme while the final examination shall constitute 70%.
Comments have been made on continuous assessment since its introduction in Nigerian schools in
1977, (Adebowale & Alao, 2008). Ekwuonye and Ezeoke (2005), observed that problems exist in
the practice of continuous assessment in all subject areas in Nigeria. Ekwonye (2005) specifically
mentioned that teachers do not possess the required competencies for implementation of continuous
assessment. Obe (2005), concurred that teachers' general lack of skill in objective test construction
and incompetencies in observational techniques for assessing behaviour contributes to the poor
practice of continuous assessment in Nigerian schools. Kanno (2006), reported that teachers
focused their greatest attention on measuring cognitive attainment rather than affective and
psychomotor behaviours.
Therefore, since the overall achievement and placement of the student depends on how well
teachers carry out continuous assessment, the researcher of this paper is prompted to investigate the
knowledge and use of continuous assessment among teachers in basic nursing schools in southeast
zone Nigeria.
Statement of the Problem
Kanno (2006) stated that many teachers appeared to be lacking in knowledge and understanding of
continuous assessment. What is practiced in many schools in Nigeria is "continuous testing" where
teachers administer tests on students on a fortnightly or monthly basis. Some schools set-aside
specific days in the month for what is referred to as "continuous assessment". Test scores are
computed as Continuous assessment scores for the term or semester of school year. This approach
does not differ from the old system of assessment. The mode of interpretation does not take into
account other factors that may affect the students and the learning process. Some schools also give a
test in the middle or toward end of a course and use the scores as continuous assessment.
The researcher being a nurse educator observed that some schools of nursing visited for hospital
final qualifying examinations did not have a continuous assessment records, which would have been
used to rectify problems identified when evaluating some students who had academic problems,
thus making decisions at that particular point difficult. This observation prompted the researcher to
examine whether teachers in schools of nursing in southeast zone know, practice and use continuous
assessment data of the students and also to identify the challenges teachers encounter while doing
so.
Evidence from literature review shows that there is a dearth of literature on this topic in Nigeria and
even abroad to the best of the researcher's knowledge, hence the desire to carry out the study to fill
the gap in knowledge and also to provide a baseline study upon which other studies may be
anchored.
Purpose of the Study
The purpose of this study is to determine the knowledge and use of continuous assessment among
teachers in basic schools of nursing in southeast zone, Nigeria in student’s assessment
Objectives of the Study
The specific objectives set for this study are to:
1. ascertain what the teachers level of know about Continuous Assessment.
2. determine the teachers’ Continuous Assessment practices in the basic schools of Nursing
under study.
3. determine what purpose Continuous Assessment serves in these basic schools of Nursing.
4. determine challenges teachers encounter in carrying out continuous assessment.
Hypotheses
1. There is no significant relationship between the teachers’ level of knowledge and practice of
continuous assessment.
2. There is no significant difference in the practice of continuous assessment between male and
female teachers.
3. There is no significant difference in the practice of continuous assessment between teachers
with diploma and those with university degree.
4. There is no significant difference in the practice of continuous assessment as regards years
of work experience of the teachers.
5. There is no significant difference in the use of continuous assessment as regards years of
work experience of the teachers.
The Scope of the Study
This study will be delimited to determining whether teachers know and practice continuous
assessment, how teachers use continuous assessment data and the challenges teachers encounter
with continuous assessment.
Significance of the Study
As the importance of evaluation cannot be over emphasized in the teaching- learning process, the
findings of this study will reveal whether teachers actually understand what continuous assessment
means, carry out continuous assessment and also to what use they put the continuous assessment
data. This will help in academic decisions and review of teaching and learning process where
necessary. Through the findings of this study, students academic progress will be enhanced where
continuous assessment is used by schools in academic decision making.
When presented to the nursing and midwifery council, the findings of this study will sensitize them
to see the need for mandating all training schools in Nigeria to carry out continuous assessment and
have well recorded evidence. This in turn could be used when crucial decision concerning a student
is to be made especially one who at one point of his/her training have a set back.
To the authorities especially school administrators, it will serve as a guide to design appropriate in
service training programmes. This will help to update teachers' skills in assessment. To the
stakeholders, it will give them insight on the activities of schools in terms of assessment in schools.
Finally, it will provide a fertile ground for further research.
Operational Definition of Terms
• Knowledge of continuous assessment
This refers to teachers ability to identify correctly the domains, the techniques and
characteristics of continuous assessment. In this study, knowledge is measured by items 7-21
in the knowledge subscale of continuous assessment questionnaire (KCAQ).
• Practice of continuous assessment
Practice of CA in this study refers to use of various tasks and techniques such as quiz, class
presentations, seminars, projects ,observation, practical etc to elicit learning in the three domains on
an on-going basis.
• Use of continuous assessment
In this study means taking academic decisions based on continuous assessment data. For example
were the data used for certification, placement, promotion based on the continuous assessment result
of the learners and for remedial purposes.
• Continuous assessment
In this context means monitoring of learners' progress in an on-going basis while the students are
actually working their way through a course or major unit taking into cognizance all the domains of
learning.
CHAPTER TWO
LITERATURE REVIEW
This chapter presents the review of relevant literature as relates to the knowledge and use of
continuous assessment in education (nursing program). It is presented and discussed under the
following subheadings: Concept of continuous assessment, Nature of continuous assessment,
characteristics of continuous assessment, Historical background of continuous assessment, scope of
continuous assessment, teacher’s practice of continuous assessment, teachers’ perceptions of
continuous assessment, Advantages and disadvantages of continuous assessment, uses of
continuous assessment, challenges of continuous assessment, Theoretical framework, (the policy
tools theory), Empirical review and summary of literature Review.
Conceptual Review
Concept of Continuous Assessment
Continuous assessment can be seen as a simple combination of two words continuous and
assessment. The Longman Dictionary of Contemporary English (2000), defines continuous as
"continuing without interruption, unbroken", assessment as the noun form of assess, "the value or
amount at which something is calculated, a judgment or opinion". A combination of the two words
will then mean a connected unbroken process of assessing a student in the school up to a particular
point in time.
Oxford Advanced Learner's Dictionary (7th
edition) defined continuous assessment as a system of
giving a student a final mark/grade based on work done during a course of study rather than on one
examination. Equally, many educationists have defined continuous assessment in different ways.
The hand book on continuous assessment (FMES, 2004) defined continuous assessment as
mechanism whereby the final grading of student in cognitive, affective and psychomotor domains of
behaviour takes into account in a systematic and objective process the extent of a student's
performance in all the expected changes in his or her behaviour of all information derived with a
view to using them to help the students.
Beets & grange (2005), defines continuous assessment as a systematic and objective process of
determining the extent of students performance in all the expected changes in his behaviour from
the day he/she enters upon a course of study in a continuous and progressive manner to the end of
such course of study and a judicious accumulation for all pieces of information derived from the
purpose with a view to using them to guide and shape the student in his learning from time to time
and to serve as basis for important decisions about the child.
Hoy and Miskel (2006) defined continuous assessment as a way of helping the child to develop all
his faculties on a step-by-step basis. It involves the following:
i. A careful breakdown of what is to be taught into meaningful and manageable unit based on
what is known about the learner, of the conditions of teaching and learning and of subject
matter.
ii. Testing (using variety of problems and techniques) to find out the extent to which what has
been taught has been mastered (or the extent to which the subjects of instruction is being
achieved).
iii. Keeping a comprehensive and accurate record of the process and behaviour of the learner, to
facilitate reporting to parents, to other teachers and to learner himself/herself.
The definitions of Continuous Assessment can be summed up as a method of ascertaining what a
student has gained from learning activities in terms of knowledge, thinking, reasoning, character
development and industry, taking into account all his/her performance in tests, assignment, projects
etc. during a given period.
Nature of Continuous Assessment
Federal Ministry of Education Handbook on Continuous Assessment in (Okpala, 2007) defined
Continuous Assessment as a mechanism whereby the final grading of a student in the cognitive,
affective and psychomotor domains of behaviour systematically takes account of all his or her
performance during a given period of schooling.
It has been observed by (Ughamadu, 2009) that Continuous Assessment helps to identify student's
growth or lack of it, in acquiring desirable knowledge, skill, attitudes and social values. Therefore, it
helps to motivate the student and encourages the student's sense of discipline and systematic study
habits. The students are evaluated from one stage to the other through tests, assignments, projects,
term paper and other school activities. At the end of the term or session, these tests are used for
determining the performance or achievement of the students.
Terminal (summative) and continuous (formative) assessment can be thought of as two contrasting
paradigms of assessment. The former is based on the premise that it is best to wait until the end of a
course or course unit before carrying out the ultimately recorded part of the assessment, since it is
only then that it is to form a realistic overall picture of what each student has achieved by working
through the course or course unit. Continuous assessment on the other hand, is based on a radically
different premise, namely, that the best or fairest way to assess student's performance is to assess
each stage of a course as soon after it has been completed as possible, or in some cases, while the
work is actually being carried out (Mcmillian & Schumacher, 2006).
In continuous assessment, comprehensive data are collected on students' performance in a
systematic manner through the entire period of teaching and learning and in a variety of situations
with the purpose of awarding a mark that reflects the typical performance of the student over the
period of instruction (Quansah, 2004). Further, continuous assessment provides cumulative records
of the students, which can be used to extrapolate for a students' final examinations - if need be in the
event that the student falls sick during examination time. Again it also spreads work throughout a
course and so keeps them busy rather than wait till end of year or course examinations which makes
students too examination conscious (Denga, 2004).
Characteristics of Continuous Assessment
According to Ezewu (2004), continuous assessment has the following characteristics as affirmed by
Gabriel (2006).
It is Systematic
It is systematic because it is a result of a judicious and concerted planning. Every action in the
assessment process is predetermined. The appraising instruments are skilfully constructed and each
has a purpose. The administration of the instruments is carefully planned in advance so that nothing
actually happens by accident. The accumulation and keeping of all assessment information are also
well planned. In this connection, the process of continuous assessment is one whereby things
happen because they have been scheduled to happen and not just outcomes of momentary impulses.
It is Objective
Continuous assessment yield more accurate data which enables the teacher to modify instruction. It
is an approach that captures the full range of learners' performance. If a teacher is to base all his
opinion of the children he teaches on observation only, he will run into a number of problems. This
is why continuous assessment depends so largely on the use of instruments each with a specific goal
rather than mere observations. Where observations are used in continuous assessment practice, the
results are usually to validate by the use of instruments or an object constructed or made by the
student. The purpose for continually assessing learning within a course of study rather than wait till
the end of the term or year is to obtain objective indices of the performance of every child so that
such information can be used to help the child before it is too late.
It is Cumulative.
Continuous assessment record include all the scores that have been added previously about a given
child from the day she or he enters upon a course of study up to any point in time so that any
decision about the child at any point in time takes cognizance of all assessment information up to
that time. Any decision on any child is not therefore based on a single examination. For instance, if
a teacher discovers through the results of a sociometric test that a child was not socially adjusted to
the classroom social structure, before the child learns to hate the learning environment, the child can
be helped to adjust through regular group assignments that should place him in class contact and
interaction with others in the classroom and as time goes on he is likely to see some likeable
qualities in his classmates and his/her classmates will also develop some liking for him or her. This
apart, the result of continuous assessment can be very useful to guide the teacher, because he/she is
in a position to validate the instructional actions regularly whether or not they are producing the
result.
It is Comprehensive
It is comprehensive because in continuous assessment practice, all the expected changes in the
behaviour of the child are assessed and reported upon instead of concentrating or concerning only
with development. In continuous assessment, the child's adjustment into the classroom social
structure is assessed. The learner's interest, attitudes and motivation are similarly assessed. Again,
the child's school attendance and work behaviour and self - esteem are all important and therefore
assessed and reported upon. As a result of the comprehensiveness of continuous assessment
practice, it uses several types of tests ranging from the essay and objective test to projective
techniques in assessment of personality traits.
Historical Background of Continuous Assessment
To better understand the theory and practice of continuous assessment, history is valuable aspect of
this study. After the World Declaration on Education for all (EFA), changes in assessment theories
and practices become common place in many global education systems. Not only did the
conferences give fresh impetus to issues relating to assessment, they also necessitated the
introduction of a new form of assessment that will determine that children are acquiring the useful
knowledge, skills, values and attitudes (Ramalepe, 2010).
Education for All (EFA) introduced four major areas of assessment, namely, public examination,
national assessment, international assessment and classroom assessment (continuous assessment).
According to the Human Science Research Council (2008), there are at least 33% of sub-saharan
African Countries, 55%.
Arab states, 33% Central Asia, 64% East Asia Pacific, 44% South/West Asia, 59% Latin America
Caribbean, 77% North American/Western Europe, 65% Central Eastern Europe Countries that
carried out national assessment between 1975 - 1999 and 2000 - 2006. This national assessment
provided a sound basis for policy and decision making in education in as far as continuous
assessment is concerned.
Although classroom assessment has attracted the least attention in EFA proposals to improve the
quality of education, it can be argued that it has a greater impact on the learning of children than any
other form of assessment. In the last decade, there has been a growing recognition of the value of
assessment in improving the quality of education in particular the use of continuous assessment for
improving the teaching and learning process Human Science Research Council (HSRC, 2008).
This recognition of the value of continuous assessment has resulted in a significant increase in the
number of countries developing policies and systems for conducting continuous assessment. Ubong
and Wokocha (2009), pointed out that continuous assessment in the United States of America is
determined on a local rather than on a national basis.
Human Science Research Council (2008), found out that in a number of sub-saharan African
Countries, the financial grades on the national examinations comprise scores from continuous
assessment exercises as well as the examination paper. In Zambia, the continuous assessment final
mark and the grade seven final examination marks are used for selection for admission to grade
eight (Adebowale & Alao, 2008). The continuous assessment mark constitutes 50% of the final
assessment scores.
In Tanzania, the examination and continuous assessment score comprise 50% of the final grade. In
Swaziland, continuous assessment was introduced in 1993 by the Ministry of Education. In
reviewing the implementation of continuous assessment in Ghana, the West African Examinations
Board found significant differences between continuous assessment scores assigned by educators
and examination scores of learners. In both Namibia and Malawi, the introduction of continuous
assessment started at primary level.
In South Africa, continuous assessment has been incrementally introduced into the schooling
system in 1999 (HSRC, 2008). In Nigeria for example, continuous assessment as an instructional
process began in 1977 and it constitutes 60% of the final assessment scores while the final
examination at the end of the programme is only 40% in Junior Secondary Schools (Adebowale &
Alao, 2008).
In 1977, an implementation task force was set up under the chairmanship of Professor S.D.
Onabaniro to prepare a blue-print for the implementation of the new policy. Input into the federal
task force came from various state task forces set up for the purpose. The federal government white
paper on the report of the implementation task force came out in 1979 and constitutes the basis of
what is now, the national policy on education (Federal Ministry of Information, 1979) in Adeyegbe
(2003).
Scope (Aspects) of Continuous Assessment
Brooks, (2006), opined that for many years until recently, evaluation in schools was limited to paper
and pen only, that is, testing pupil's cognitive learning with little or no emphasis on the affective and
psychomotor learning. Hence, according to the national policy on education, (NPE, 2004), attitudes,
values, physical skills and abilities are important for the students as well as cognitive skills. There
are three dimensions of evaluation. They are the cognitive, affective and psychomotor domains.
Cognitive domain of learning
Cognitive domain of learning is an area of mental process that consist of a set or group of mental
activities that lead to awareness of an object, situation or phenomena through cognition. It is one of
the domains involved in learning and the one most frequently measured. Under this domain comes
the child's thinking, reasoning, knowing, remembering, calculating, insight, analysis, and problem
solving.
In the cognitive domains, six levels of cognition are arranged in a hierarchy, in the following
ascending order of complexity: memory (knowledge), understanding (comprehension), application,
analysis, synthesis and evaluation. The six levels of cognition are arranged in a hierarchy, in the
sense that the sixth level, which is evaluation, presupposes that the pupil has attained the level, of
the fifth, which is synthesis. In the same way, understanding (second) presupposes knowledge
(first). The first two, knowledge and understanding, are simple and fairly straight forward.
Application may be referred to as a higher process of thinking (in the technical sense). Once the
objectives have been spelt out, the test developer can fit the test items into each level of cognition.
Affective domain of learning
This is another aspect of mental process involving a group of mental activities that is concerned
with one's wave of emotions or emotions associated with a particular idea or action. Affective
domain reflects typical performance. That is, what a person does or how a person feels. The child's
attitudes, feelings, emotions, opinions, interests, values, beliefs, reactions, motivations, sensibilities,
affections, loyalties, and aesthetics comes under the affective domain.
Psychomotor domain of learning
This domain refers to the area of mental processes that induce contraction (or motor coordination).
It involves the use of muscles in manual, practical, operational and vocational skills. Examples of
the following are:
1. Muscular activities like games, athletics, gymnastics and acrobatics.
2. Finger dexterity as in typing, drawing, knitting, setting up of laboratory equipment, use of
screw derivers, pliers, scissors and forceps.
3. Mechanical workshop operations like repairs, fitting and assembling of parts.
4. Heavy muscular jobs like truck pushing, timber sawing, or the use of pulleys and levers.
The purpose of teaching and learning in these areas is to transfer and to acquire practical operational
skills. The section 5(4) of the national policy on education puts it this way: "the acquisition of
appropriate skills, abilities and competencies both mental and physical as equipment for the
individual to live in and contribute to the development of his society". Assessment in these areas
should therefore test the degree of acquisition of these skills, abilities and competencies.
Practice of Continuous Assessment
One of the recommendations in the National Policy of Education (2004) is that assessment of the
pupils/students should be done on continuous basis and not the usual end of the year assessment.
The policy states that advancement from one class to another shall be based on continuous
assessment. The primary school leaving certificate shall be based only on continuous assessment
and shall be issued locally by the head teacher of the school. The junior school certificate (JSC)
shall be continuous assessment and examination conducted by state and federal examinations
boards.
The Senior School Certificate (SSC) shall be based on continuous assessment and a national
examination (National Policy on Education 2004). The National Policy on Science and Technology
Education State that educational assessment and evaluation will be liberalized by basing them in
whole or in part on continuous assessment of the progress of the individual (Federal Ministry of
Education, 2004). In all the primary and secondary schools, continuous assessment account for 30%
of a student's performance on each subject, while higher institutions like polytechnics allow 40%
and universities allow 30% of in-course assessment.
The Nursing and Midwifery Council of Nigeria also approved the practice of continuous assessment
as one of the general methods of evaluation of student nurses (Okafor & Iweze, 2012). The
continuous assessment shall constitute 30% of the total marks obtained by the student during the
programme. Continuous assessment is a vital continuous part of the day-to-day classroom work. It
is not merely a process that marks the end of subject activity or assessment, rather continuous
assessment seeks to secure evidence of all significant changes in pupils/student's behaviour.
Assessment being an integral part of the teaching and learning process, it is reasonable therefore,
that the teacher should be adequately involved in the final assessment of the student he/she taught.
The teacher should assess his/her own instructional methods from time to time in order to improve
his or her performance. Most important, because continuous assessments are created, administered
and analyzed by teachers themselves on questions of teaching and learning that are important to
them, the likelihood that instructors will apply the results of the assessment to their own teaching is
greatly enhanced (Okafor and Iweze (2012).
Teachers' Perceptions of Continuous Assessment
The teaching and learning process according to along (2009) will not be complete unless the
students taught are examined, their scripts marked and their results released as and when due. The
situation whereby students are not attended to in classrooms with backlog of examination results
should be a matter of great concern to all stakeholders of the education section.
Gabriel (2006), observed that college instructors who assumed that their students were learning
what they are trying to teach them are regularly faced with disappointing evidence to the contrary
when they grade tests and term papers. Too often, students have not learned as much or as well as
was expected. There are gaps, sometimes considerable ones between what was taught and what has
been learned. By the time the instructor notice these gaps in knowledge and understanding, it is
frequently too late to remedy the problems. Egbe (2005), asserted that continuous assessment is the
monitoring of student's progress through classroom education. This is in contrast to the old method
of assessment known to most teachers in the country where students level of achievement is
assessed only with one term test, usually given during the last week of a term, or a year, which does
not take into consideration the progressive performance of students.
Moreover, through close observation of students in the process of learning, the collection of
frequent feedback on students' learning and the design of modest classroom experiments, teachers
can learn much about how students learn and more specifically, how students respond to particular
teaching approaches. It helps individual college teachers obtain useful feedback on what, how much
and how well their students are learning. Faculty can then use this information to refocus their
teaching to help students make their learning more efficient and more effective. Furthermore, for
several years, Nigeria and indeed many West African Countries have been plagued with the
occurrence of examination leakages and other malpractices. It has been suggested that one reason
for such malpractices is the fact that the single final examination is so crucial in deciding the future
of the candidate that the temptation to ensure success by all means (fair or foul) is very high (Ipaye,
2004).
According to Eleonu (2006), while declaring open a workshop held at Holy Rosary Girls Secondary
School, Port Harcourt, the state governor, Mr. Oyakilome noted that "the continuous assessment
system, apart from making the teacher a more dedicated worker and honest contributor to nation -
building, would also inculcate in the students the sense of true learning in education". That is why
the continuous assessment approach is very relevant particularly at this time when all hands are on
deck to restore discipline and high moral values in our society.
Forms of continuous assessment
Ughamadu (2009) stated that continuous assessment can be organised and implemented in a large
number of different ways, and the actual assessment procedures can take many different forms.
Some of the most widely used of these are outlined below.
1. On-going self assessment by students
In most tertiary-level courses, students are now made aware of the detailed learning
outcomes that their courses are designed to help them achieve. Increasingly, they are also
being asked to monitor the extent to which they are succeeding in achieving the outcomes
by carrying out on-going self assessment of their progress. This can be done in a variety of
ways, including carrying out self-rating of the extent to which they have achieved specific
learning outcomes, either on a simple `not-yet-achieved/achieved' basis, or using an
extended scale of some sort (e.g `not achieved at all/achieved to some extent/achieved to a
considerable extent/fully achieved'). It can also be carried out through personal-development
and transferable-skills profiling. Such on-going self assessment can be of considerable
assistance to students - particularly those on extended placement, working in clinical
situations, or on open learning or distance-learning courses. It can help them to monitor their
progress, identify their strengths and weaknesses and identify areas in which they should
concentrate their efforts.
2. On-going programmes of tests
One of the most widely used forms of continuous assessment is to set students a regular
series of short tests as they proceed through a course or section thereof, with the results
being used either for formative or for summative purposes - or for a mixture of the two.
The tests themselves can take a variety of forms, including class `quizzes' delivered by the
lecturer, short written papers based on objective or short-answer questions, or tests
delivered, marked and commented upon by computer. With the continuing spread of new
information technology into virtually all aspects of tertiary education, such on-going
computer-based assessment seems certain to play an increasingly important role in
continuous assessment over the coming years.
3. Coursework essays and other forms of student assignment
Another extremely widely used form of continuous assessment is to set students coursework
essays and other forms of assignment as they work through a course or section thereof.
4. Continuous assessment of laboratory or studio work
This is another extremely common form of continuous assessment, being used in virtually
all scientific, technical and creative-arts courses such assessment can be carried out in a
wide variety of ways. In the case of laboratory work, it can involve requiring the students to
maintain a `log book' describing the key features of the work they carry out, producing
detailed formal laboratory reports, or - in most cases - a combination of the two. In the case
of studio work, it can involve carrying out a progressive programme of mini projects, and
being assessed either on the `process' or the `product' aspects of these - or, again, on a
combination of the two. Field work involves similar accumulation of experience, with
continuous assessment and honing of skill taking place in advance of final-year project
work.
5. Continuous assessment of work experience
In those courses that incorporate work-based experience of some sort - particularly on a
`sandwich' or cumulative basis - the work placement element is nearly always judged via
some form of continuous assessment such assessment can again be carried out in a wide
variety of ways. Nearly all involve on-going assessment by the student's `employer' or
`supervisor', usually based on a checklist of some sort. Most also involve periodic
assessment by the student's `placement tutor' or some other member of the academic staff of
the institution running the course. Increasingly, the students themselves are also becoming
involved in the assessment process, e.g, by maintaining and evaluating on-going logs of
their work, or by assessing their progress by means of a checklist similar to that used by the
employer supervisor. Professional bodies may stipulate the elements to be continuously
assessed in some cases.
Advantages and disadvantages of continuous assessment
Continuous assessment has a number of educational advantages as well as a number of
disadvantage (Alausa, 2005).
Advantages of continuous assessment
1. Continuous assessment can provide much more extensive syllabus coverage than terminal
assessment; indeed, in some cases (eg, competence-based courses) it covers virtually all
aspects of the students' work, thus greatly increasing the face validity of the assessment
process and permitting the use of tools appropriate to the workplace.
2. Since it allows the use of a far wider range of assessment techniques than terminal
assessment, continuous assessment can be used to test a correspondingly wider range of
skills, including non-cognitive skills of various types. It thus makes it easier for tutors to
match their assessment methods with the learning outcomes being assessed and to step
assessment through different levels (Alausa, 2005).
3. Continuous assessment places less emphasis on pure memory (particularly comparatively
short-term memory) than terminal assessment, and correspondingly more emphasis on
worthwhile learning in the deepest sense of the word. True education has been described as
what is left after the facts have been forgotten, and continuous assessment certainly
facilitates such education.
4. Continuous assessment encourages regular, systematic study and discourages last-minute
cramming, thus rewarding students who work steadily and conscientiously throughout their
courses. It also reduces the domination of both teaching and learning by the requirements of
the final examinations. It is like a film, rather than a single snapshot (Clarance, 2009).
5. By enabling on-going monitoring of student performance to take place, continuous
assessment can provide early warnings of which students are having problems with a course,
thus enabling appropriate remedial help to be provided in time for it to do some good. A
Continuous assessment can provide early indicators of the likely performance of students,
something that can be of great help to the students themselves - eg, in recognising that they
have made a mistake in their choice of course and would be better transferring to another, or
in helping them to make informed choices of routes and options.
6. Such assessment also provides an on-going picture of how individual students develop and
mature as they work their way through a course, something that can again be of considerable
use to both students and staff It can also provide evidence of exactly what has been learned
by a particular stage of the course, information that can prove extremely useful in cases
where a student wishes to take an early exit award such as a Certificate or Diploma of
Higher Education.
7. Continuous assessment also constitutes an extremely useful vehicle for on-going course
monitoring and evaluation, providing course tutors with early warning of any problems or
weaknesses, thus enabling them to take appropriate measures to improve matters. A It is
generally agreed that continuous assessment reduces the intense stress that many students
experience when preparing for and sitting terminal examinations - particularly so for
dyslexic students or in the case of honours degrees.
8. Continuous assessment generally provides a more natural assessment environment that is
better matched to the situations in which students will find themselves working in later life,
particularly if the assessment is of the "open-book" variety (Clarance, 2009).
Disadvantages of continuous assessment
1. Students undergoing continuous assessment may feel that they are continually under
surveillance, and that every error that they make along the way can count against them. This
can give rise to a different type of stress from that which students experience as a result of
terminal assessment. "Continuous assessment ensures that students now have ulcers as well
as nervous breakdowns" (Alausa, 2005).
2. Unless continuous assessment is carefully planned and coordinated, there is a very real
danger that students may be grossly over-assessed - particularly at certain times of the year,
when several lecturers are asking simultaneously for assignments to be handed in.
3. Attempts to broaden the scope of a course may be frustrated by students gearing their study
solely to the requirements of the assessment procedures, thus putting students who carry out
extension studies or `read round' their subject at a disadvantage. By itself, continuous
assessment does not prevent either strategic or surface learning.
4. Continuous assessment can, if not properly managed, adversely affect the relationship
between students and their tutors, with the latter being regarded with suspicion and (in some
extreme cases) enmity and occasionally even introducing malpractice, as in imposing
penalties for seeking help (Danga, 2004).
5. Students may suffer from unequal availability of resources, something that is becoming
increasingly important now that they are carrying out much of their work on personal
computers or "at a distance".
6. With continuous assessment, there is the perennial problem of enforcing uniform procedures
such as completion dates and dealing with students who do not comply with these in a way
that is seen to be fair without being either too draconian or too lax. Continuous assessment
requires just as much planning as terminal assessment -more in many cases
7. Assessment schemes that are claimed to be based on `continuous assessment' may turn out
to be nothing more than a series of tests or `mini examinations'. If so, such assessments
remain `unnatural' and fail to optimise problem-solving opportunities.
Factors Militating against Continuous Assessment
It is necessary to note some of the problems that militate against successful implementation of
continuous assessment programme. Some of the problems he identified includes;
a) Large number of Students
To operate the continuous assessment effectively, the teacher needs to spend time on each
student, helping and observing. This implies that the teacher has to teach fewer number of
students per class. This will enable the teacher to teach, assess and provide feedback to the
children individually. At present the number of students per class in most schools is
enormous. This makes it difficult for the teachers to teach and evaluate effectively even if
they have the competence.
b) Storage Facilities
Also associated with the problem of record keeping is the storage facility for safe keeping of
these records. As a matter of fact, most schools are poorly equipped for such a function.
c) Comparability of Standards
This could arise from the differences in the quality of tests and other assessment instruments
used indifferent schools. Similarly, the way and manner test or assessment instruments are
developed and administered in various schools could present problems in scoring and
grading of achievements in the various schools subjects.
d) Misinterpretation of Guideline
Another problem encountered by teachers is the misinterpretation of guidelines provided by
various state ministries of educations. Some teachers think that assessments are limited to
paper and pencil tests and examination.
e) Lack of Basic Skills
There is the problem of unqualified personnel to implement and operate the continuous
assessment. Many teachers do not possess the necessary competence or skills in developing
valid assessment instruments for evaluating behavioural outcomes in the three domains.
Continuous assessment requires that the overall ability of all students be assessed in terms of
the students cognitive, affective and psychomotor measures; unfortunately, most teachers
are not familiar with affective and psychomotor assessment. This implies that the overall
ability of the student may not be assessed. Moreover, there is lack of knowledge of the
computer that may be used to store the information as well as lack of what continuous
assessment really mean by teachers who are directly involved in the observation, tests and
records.
f) Lack of Feedback
Kolo (2004) has also pointed out that one big problem that has emanated from continuous
assessment is lack of feedback to learners for guidance and remedial purposes. The over-
emphasis on cognitive domain to the neglect of the affective and psychomotor domains has
resulted in the trend.
Other problems as indicated by Kolo (2004) include:
i) Carelessness on the part of the teachers in keeping records.
ii) Non-familiarity of some record officers with the system
iii) Sometimes, non-availability of record sheets.
iv) The glaring lapses in maintaining secrecy over kept record of continuous
assessment.
Denga (2004) maintains that the operation of continuous assessment places extra burden on teachers
and counsellors. He gave the following points as a number of problems that have shown up in the
practice of continuous assessment.
a) Development and Use of Instruments
Teachers in the school system often do not have enough training in the development and use
of tests and other instruments. One result of this is that practice varies from one institution
to another. A good number of teachers lack training in how these tests should be developed,
some rely on tests only. They grope in the dark and label whatever they do as continuous
assessment.
b) Objective of the Tests
There is often no way of ensuring that continuous assessment tests assess exactly the
objectives that their designers have in mind. Even in the same school, two teachers at the
same level may have different ideas as to what constitute an objective and standard test.
c) Storage
Space for storing records associated with continuous assessment does not exist in most
schools. Teachers’ assessment does not exist in most schools. Teachers are squashed into
spaces usually insufficient.
d) Test Reactivity
Students in school have viewed continuous assessment as a series of unending tests. With
this, there is the possibility of students indicating fatigue and growing weary of tests. This
factor points to the need to show good judgement in the administration of tests.
e) Overloaded Curriculum
In an attempt to expand the scope of learning at school of nursing over planners have
introduced several ideas into the curricula in our school. Teachers see themselves coping
with an over-loaded time-table, the students also complain about the diversity and number
of classroom subjects. The result is that both teacher and students suffer from fatigue.
Uses of Continuous Assessment
Continuous assessment is not an exercise in futility. It hopes to foster educational advancement.
Cunningham (2006) have listed the following uses of continuous assessment in the teaching-
learning process:
1. Placement Purpose (Pre-test)
Continuous assessment helps in providing knowledge or information concerning the
students' entry behaviour. The importance of readiness for learning is a well accepted fact,
thus to teach effectively the teacher must find out where a student is and start from there.
2. Diagnostic Purpose
Continuous assessment scores are used to diagnose specific area of learning difficulties.
Diagnostic testing follows result of previous survey testing. Diagnostic tests are used to
locate exactly where something is wrong with an individual's learning in a particular area,
example, anatomy, medical-surgical nursing act. The teacher through his records can
identify individuals or students, if necessary, think of remedial measures for, or give
individual attention to some of his student.
3. Remedial Purposes
Continuous assessments are used by teachers to determine the extent to which the objectives
of instructional programme have been met. Analysis of test results help the teachers to
identify the topics that have been mastered fairly well by the students and those that need
further instruction or clarification. This information in turn is a basis for identifying areas
where teaching has been satisfactorily done.
4. Motivational Purpose
Continuous assessments are used by teachers to motivate students to learn better. The
knowledge that one's performance is to be evaluated also increase motivation which
facilities learning and learning is bound to be more meaningful if students realize that their
efforts and achievements are being recognized. Continuous assessment also provide students
with the knowledge of their achievement which can be rewarding and thus instil/or maintain
a level of motivation.
5. Improve Study Habits
Continuous assessment can be used to promote good study habits. One aspect of good study
habits is frequent review. Frequent testing keeps students up-to-date and improves teaching-
learning process.
6. Monitor Progress
Continuous assessment scores are used by teachers to monitor students present level of
performance and give them feedback about their strengths and weaknesses. Knowledge of
results in learning is rewarding and it enhances students' progress more effectively.
7. Progress Report
For parents and guardians, the records of the performances of their wards will enable them
to advise their wards in the proper directions especially during periods of vacation.
Theoretical Review
The major work considered relevant and invaluable in this study in terms of the theory it provided is
the work of Schneider and Ingram (1997). With the help of Schneider and Igram's work, clarifying
the behavioural theory of policy tools will help to identify the kind of policy tool Continuous
Assessment was and how it can be used.
The Policy Tools Theory
According to Schneider and Ingram (1997), policies are informed by certain behavioural
expectations. They argue that policy almost always attempts to get people to do things that they
might not otherwise do or it enables people to do things that they might not have done otherwise. In
this case, policy is an instrument to get things done or achieve goals, and by focusing on the
behavioural dimensions of policy tools found within policy designs, one may be able to advance
knowledge about the conditions under which target populations will contribute to preferred policy
outcomes. They claim that policy can do this in different ways, for example, functioning as an
authority, incentive, capacity, symbolic and hortatory tool to influence change on people’s beliefs
and values. It can also function as a learning tool. In each of these cases, assumptions are made
about people's ability to adopt practices relevant to the stipulations of policy. For instance authority
tools are simply statements backed by the legitimate authority of government that grant permission,
prohibit, or require action under designated circumstances. The statements give permission for
certain actions to be carried out or in some cases made compulsory. Incentive tools encourage
people to follow the requirements of policy through incentives, without which they would not be
interested in, or committed to, adopting policy requirement. These incentives could be positive, as
in the use of inducements, or negative, as in the use of sanctions against those who fail to adopt the
expectations of policy. People decide to adopt policy requirements because of what they will get at
the end or what they will loose if they do not follow policy expectations. The assumption in
capacity tools incentives is that building people's capacity is the basis for ensuring that they adopt
policy requirement. It is only when they know about policy and its expectations that there is hope
that they can adopt what it requires them to do. Symbolic and hortatory tools motivate people to
adopt policy requirements by convincing them that what is expected of them is in line with their
values beliefs. It is on the basis of this that they decide whether or not to adopt policy.
The relevance of this theory to the study is that continuous assessment programme in Nigerian
school was introduced as a strategy for improving teaching and learning in Nigerian educational
sector. Teachers are expected to use assessment to establish weaknesses in their work and also
make attempts to correct them through improving the planning and organisation of lessons. The
initiative is based on the premise that such assessment can serve as an instrument to improve the
quality of teaching and learning and help achieve efficiency and quality education. The programme
can thus be seen as an attempt to build the capacity of teachers and use it to reflect and improve
their teaching. It is meant to encourage professional development through self reflection. This
being the case and in accordance with Schneider and Ingram's views, teachers need to be well
informal about it.
It is when people know about innovation they are to adopt that they are motivated to embrace the
practices.
Empirical Review
There is a dearth of research on teachers’ knowledge and use of continuous assessment in nursing
programme. Studies carried out in related areas include continuous assessment practice by primary
school teachers in Afikpo Ebonyi State. Ibekwe (2005) in this study reported that teachers do not
understand the system. What is practiced in many schools is continuous testing where teachers
administer tests on students on a fortnightly or monthly basis.
In a study carried out by Ajuonuma (2007), to assess the implementation of continuous assessment
in Nigerian universities, two research questions were formulated to guide the study. The sample
for the study consisted of 1340 respondents. A 24 item self-report instrument was used for the
study. The data generated were analyzed using mean and t-test. The result revealed that, out of the
twenty-four continuous assessment implementation items, Nigerian universities lecturers implement
only eleven. For instance, it was observed that may lecturers do not construct and use appropriate
instruments as indicated by low mean rate of 2.0.
Ajayi (2011) in Ijebu Ode local government Areas of Ijebu Division of Ogun State carried out a
study on measuring continuous Assessment literacy of primary school teachers. One hundred and
two teachers (102), participated from twenty primary schools selected from Ijebu -Ode and
Odogbolu local Government area by Ijebu division. The participating schools were selected using
simple random technique out of a total of twenty primary schools in the two local government areas.
The sample size of teachers was selected on the average of five (5) teachers from each of the
participating schools, using simple random technique.
A composite instrument known as teachers continuous assessment literacy survey (TCALS) was
used to collect data for the study. The instrument was developed by the researcher. TCALS is made
up of four parts. The knowledge Assessment sub-scale consisting of 13 items indicates mean of 19.
6 out of a possible score range of 13 to 26 with a standard deviation of 5.3. This finding indicates a
high level of knowledge of continuous assessment among the primary school teachers. For teachers
perception of continuous assessment, mean score of 16.3 with a standard deviation of 4.7 were
recorded within a score range of 10 to 20. The indication of the statistics is a high level of
preception of continuous assessment among the primary school teachers. Mean of 37.9 and standard
deviation of 12. 4 were recorded for Teachers attitude towards continuous assessment within a
possible score range of 15 - 60. Meanwhile, 29.7 and 9.8 were recorded as the mean and standard
deviation respectively for teachers' continuous assessment practice. The possible score range is
between 11 and 44. The result shows that the primary school teachers have a moderately high level
of continuous assessment practice.
In a study carried out by Nsibande (2006) in Swaziland to investigate social studies teachers'
understanding of the Continuous Assessment programme that they are expected to implement in
their teaching. Two main instruments were used namely classroom observations and interviews.
Purposive sampling methods was used and eight (8) teachers were selected for the study. The result
of the study revealed that primary school teachers in Swaziland do not have the capacity to
implement the continuous assessment programme. Therefore there is a need to rethink the strategies
used to prepare them to work professionally with this innovation. The weakness in this study is the
sampling technique used and the sample size which one can consider to be small.
A study conducted by Brady (2003) in Australia on the implementation of outcomes Based
Education (OBE), focused on how teachers' practices in the classroom are related to how they
understand assessment programmes. This was a descriptive study using interviews, examination of
programme documents and classroom observations. There were efforts to establish teachers'
understanding of the programme and what it required from them, how they incorporated it into
classroom practice, aspects of best practice and commitment to change that existed amongst
teachers. From the study, it was concluded that teachers required support in the form of time,
information and opportunity to reflect within the context in which they worked on the kind of
assessment they were required to do.
In a study carried out by Amoah (2005) in Ghana to determine the contribution of continuous
assessment to student learning in mathematics in Senior Secondary schools in Birim South District,
Ghana, He identified that a lot of stress is put on teachers, as found in the study, due to the filling of
assessment form of students. Moreover, some teachers were found to be dishonest when the scores
entered in the assessment forms were compared with scores in student's exercise books. Scores
recorded in student's end of term Report Books as continuous assessment scores were found to be
inflated when compared to the actual scores in their exercise books. He noted that from the
interviews with teachers, some of them remarked that they spent greater part of their time recording
marks both at school and at home. Even some continues with the recording during the holidays. He
reported that from the foregoing, teachers are affected with high stress in compiling and recording
marks, which induces high stress on them.
In another study carried out by Hargreaves (2003), in the U.S.A., teachers understanding of the
assessment programme they were to use, how they integrate changes into practice, what the
practices looked liked, success and obstacles and the professional support they got were
investigated. Hargreaves (2003) looked into classroom assessment using four perspectives. The
first was a technical perspective that focused on teachers, skills in developing assessment strategies
as expected. He discovered that teachers had challenges with regard to outcomes and linking
assessment with instruction. The second, a cultural perspective made it possible for the researcher to
look into how innovation was interpreted and integrated in the culture of working in the classroom.
This revealed the extent to which assessment has been re-conceptualized and how the teachers' roles
changed. Through the third, a political perspective, they realised that assessment involved acts of
powers, and pointed out that dealing with assessment in schools went beyond issues that had to do
with technical skills and cultural interpretation. With the fourth, a post modern perspective, he was
able to argue that assessment practice can offer multiple representations of students' learning in
ways that give maximum voice and visibility to their diverse activities and accomplishments. His
conclusion was that the perspective did not just prove to be empowering to the learners but also
indicated to the teachers acknowledgment that she cannot fully know them without having access to
their self-understanding.
From the study carried out by Ezeoke (2005), it is estimated that only 25% to 30% of teachers
conduct continuous assessment regularly and proficiently each month. He stated that most teachers
do not understand the system and what is practiced in many school is continuous testing of
cognitive domain.
In another study carried out by Onukwuba (2003), only 29% of teachers were consistent in the
practice of continuous assessment for the six months before the study. His findings showed that
89% of teachers reported practicing continuous assessment but only 29% did it regularly and in a
correct way.
According to a study carried out in Ondo by Kolo (2004), it was found out that 99% of teachers
were aware of continuous assessment but in contrast only 40% were reported to be performing the
assessment monthly.
Summary of the Reviewed Literature
For several years, the educational systems of many African nations were dominated by the one-
short summative type of assessment. It was to counter the problems of the single summative
examination that suggestions for a broader approach to assessment, which would be flexible and
also provide valid and reliable results, were made (Alausa, 2005).
It has been discovered that continuous assessment provides cummulative records of the students
which can be used to extrapolate for a students' final examinations if need be in the event that the
student falls sick during examination time. Various concepts of continuous assessment like
definition, nature, characteristics and scope etc were highlighted.
Schneider and Ingram theory of policy tools was used to explain the theoretical review, while
various empirical reviews were used to explain practical works done by other researchers as regards
knowledge and use of continuous assessment. Challenges encountered by these teachers in carrying
out continuous assessment were discussed in line with literature reviewed.
CHAPTER THREE
RESEARCH METHODS
This chapter discussed the research methods used for the study under: research design, area of
study, population of the study, instrument for data collection, method of data collection and data
analysis.
Research Design
Descriptive cross-sectional survey design was used for this study. This design was chosen because
in line with Polit and Beck (2008), there was no manipulation of any condition rather subjects were
investigated in a more or less natural environment.
Area of the Study
This study was conducted in the South East Zone of Nigeria. This is one of the six geographical
zones in Nigeria. It comprises five states which are Abia, Anambra, Ebonyi, Enugu and Imo. It is
bounded in the south by Cross-River and Akwa Ibom, in the west by Benin Republic, in the North
by Kogi and Benue state.
The vegetation and climate condition is the tropical rainforest. The inhabitants are mainly the Ibo
tribes who are mostly farmers in the rural areas. Traders and civil servants predominates the urban
areas. Christianity and Islam is the dominant religion, with a few traditionalists. The total
population of south east zone is 30.7 million according to 2006 census figure (Population
Commission, 2006). The language of the people is Igbo and English.
There are sixteen basic schools of nursing in the south east zone of Nigeria, namely; Schools of
Nursing Aba, Amachara and Umuahia in Abia State. Schools of Nursing Nnewi, Ihiala, Nkpor and
Iyi-Enu in Anambra State. School of Nursing Mater Afikpo in Ebonyi State. School of Nursing
University of Nigeria Teaching Hospital (UNTH), School of Nursing ESUT Teaching Hospital
(ESUTH), and School of Nursing Bishop Shanahan Nsukka in Enugu State; while in Imo State, are
Schools of Nursing Owerri, Umulowo, Mbano, Amaigbo and Emekuku.
Population of Study
The target population included all the teachers in the 16 schools of nursing and they were one
hundred and ninety four (194) teachers (School Records 2011). 38 teachers were from Abia State -
3 males and 35 females. 54 teachers were from Imo State - 5 males and 49 females. 52 teachers
were from Anambra State - 3 males and 49 females. 39 teachers were from Enugu State - 5 males
and 34 females. Finally, 11 teachers were from Ebonyi State, one male and ten females. The
number according to each school is presented in Appendix A.
Subject of the Study
All the 194 teachers in schools of nursing in the South-East zone were used in the study because of
their small number. Everyone of them that met inclusion criteria was included in the study. Since all
the teachers were eligible, they were all included in the study, there was no sampling procedure. The
inclusion Criteria are:
1. Willingness to participate in the study.
2. Teachers must be full time employees
3. Teacher must have taught at least for six months.
Instrument for Data Collection
The instrument used for data collection was the researcher designed questionnaire titled teachers'
continuous assessment knowledge, practice and use scale (CAKPUS). The instrument has two
Sections, A and B. Section A comprises the respondents' demographic characteristics while Section
B contains items designed to generate data to address the research objectives, questions and
hypotheses. Items 7-50 are presented on a Likert type scale ranging from strongly agreed (4) to
strongly disagreed (1). There are four sub-scales namely: knowledge of continuous assessment (15
items), practice of continuous assessment (13 items), uses of continuous assessment (9 items) and
challenges of continuous assessment (7 items).
Validity of Instrument
The face validity of the questionnaire was carried out by giving the instrument to the researcher's
supervisor and three lecturers in the Department of Nursing Sciences, University of Nigeria, Enugu
Camps who were experts in Education. They were asked to examine the purpose and objectives of
the study in line with the specific items in the instrument. They assessed the language used in
developing the instrument. They made necessary modifications in the items and their input and
suggestions were effected. The items in the instrument were arranged according to the objectives fo
the study. Items were further re-arranged according to value statement group and item response
group. The final draft was submitted to the researcher's supervisor who approved it after due
corrections were made.
Reliability of the Instrument
The instrument was subjected to pilot study. It was administered to twenty teachers in schools of
midwifery Enugu State University Teaching Hospital (ESUTH) and University of Nigeria Teaching
Hospital (UNTH) from each school. These teachers are similar to the group under study. Split half
method was employed to determine the reliability of the instrument using Pearson Product
Movement Correlation formula. Result yielded correlation coefficient of 0.96, which is quite high.
The instrument is therefore considered reliable.
Ethical Consideration
The study was conducted after approval was obtained from the research ethical committee of
University of Nigeria Teaching Hospital, Enugu. Administrative permission was obtained from each
school authority with the letter of introduction from the Head of Department of Nursing Sciences in
addition to explaining the nature and purpose of the research to the respective principal. Informed
consent of the respondents were also obtained (See Appendix B).
Procedure for Data Collection
Five research assistants who were third year students from school of Nursing ESUTH Teaching
Hospital Parklane Enugu were trained on aims, purposes and objectives of the study, use of
informed consent form and how to conduct a research. Prior to data collection, initial visits were
made to each school by the researcher with an introductory letter from Head of Department of
Nursing Sciences, University of Nigeria Enugu Campus. These visits provided a forum for
introduction and establishment of rapport between the researcher, the principals and the teachers.
With the help of the five research assistants, the researcher then administered the consent forms to
teachers who met the inclusion criteria. All teachers who participated were given an explanation on
the study, advised on their rights including confidentiality of personal data and assured that their
participation would not affect their career. The teachers who signed the consent forms to participate
in the study were given a copy of the questionnaire on CAKPUS which they filled in their offices.
The filled questionnaires were retrieved after the teachers duly filled them. Data collection lasted for
a period of six weeks.
Method of Data Analysis
The scores obtained from the instrument were collated, tallied and analysed using statistical
software package for social sciences (SSPS) version 17.
Descriptively, the means and standard deviations of the responses were determined item by item.
The total value of the four rating scale for knowledge of continuous assessment is 10. The mean is
2.5. Mean scores of 2.5 and above formed basis for the acceptance of the results.
The means and standard deviation were extracted and presented in Tables which answered the
research questions. Descriptive analysis was used to show the response frequency and percentages
in the demographic data of the respondents. Results of the analysis were presented in Tables. The
inferential statistics (ANOVA) and t- test were employed for testing of the hypotheses at 0.05 level
of significance.
CHAPTER FOUR
PRESENTATION OF RESULTS
The results of the data analysis are presented in this chapter. The results are presented in Tables
according to the objectives and hypotheses that guided the study.
Return Rate
Out of 194 administered 187 were returned and were properly filled and fit for analysis. This
gives a 96.4% return rate. The results are presented in Tables according to stated research
questions that guided the study.
The mean age and standard deviation of the respondents are 38.2± 6.1 years.
Table 1: Demographic distribution
n = 187
Demographic Characteristics F %
Sex
Male 37 19.8%
Female 150 80.2%
Marital Status
Single 44 23.5%
Married 123 65.8%
Widowed 20 10.7%
Highest Educational Qualification
Diploma 19 10.2%
First Degree 118 63.1%
M.Sc Degree 50 26.7%
Years of Experience
1 – 5years 58 31.0%
6 – 10years 92 49.2%
11 – 20years 19 10.2%
Above 20years 18 9.6%
Result on Table 1 shows that out of the total respondents of 187, the majority 150 (80.2%) were
females while only 37 (19.8%) were males. More than half, 123 (65.8%) were married while
widowed were the least number 20(10.7%). Respondents with first degree educational
qualification is the highest in number 118 (63.1%), while diploma education were the least
number 19 (10.2%). Their years of experience shows that 92(49.2%) of the respondents have
worked for 6-10 years; while 18 (9.6%) had worked above 20 years.
Objective I: To find out what teachers know about continuous assessment.
The data generated to realize this objective were subjected to descriptive analysis using means
and standard deviation. Data were analyzed item by item and the mean scores and standard
deviations for each item were presented on Table 2.
Table 2: Showing Teachers’ Knowledge about Continuous Assessment (CA)
n = 187
ITEMS SA A D SD X�
Stdev Dec
CA could be defined as monitoring of learners’ progress on
an on-going basis while students are actually working their
way through a course or major unit.
102 45 30 10 3.3 0.92 A
CA system requires the assessment of the change in
behaviours in terms of cognitive, affective and
psychomotor domains.
112 30 25 20 3.3 1.05 Ac
Assessment in the cognitive domain is associated with the
process of knowledge and understanding.
70 75 22 20 3.0 0.96 A
The affective domain applies to characteristics such as
attitudes, motives and interests, and other personality traits.
65 80 24 18 3.0 0.93 A
Assessment in the psychomotor domain involves assessing
the learners’ ability to use his or her hands.
40 85 27 35 2.7 1.01 A
In CA, comprehensive data is collected on students’
performance in a systematic manner.
75 60 32 20 3.0 1.00 A
CA provides objective and cumulative records of the
student’s performance.
85 38 35 30 2.9 1.13 A
CA allows the use of a far wider range of assessment
techniques than terminal assessment.
20 22 70 75 1.9 0.97 R
CA provides much more extensively syllabus coverage
than terminal assessment.
69 76 18 24 3.0 0.99 A
CA can take a wide range of forms, including periodic
tests, essays and other types of assignment like on-going
assessment of practical performance.
100 40 23 24 3.2 1.07 A
By enabling on-going monitoring of students’ performance,
continuous assessment can provide early warnings of
which students are having problems.
111 70 5 2 3.5 0.61 A
CA provides information or feedback to the teachers as
well as to the students and their parents about their relative
performance in teaching and learning.
95 70 12 10 3.3 0.82 A
CA cannot be given as pre-test before commencement of
course.
60 65 22 40 2.8 1.12 A
CA can be carried out several times in a particular course
before the final assessment.
71 60 30 26 2.9 1.05 A
CA grades are used to compute students’ final results 70 55 35 27 2.9 1.07 A
Knowledge of CA 3.0 0.98 A
Dec = decision rule; A = Accept; R = Reject.
The results on Table 2 show the mean scores and standard deviations of each of the 15 items on
knowledge of continuous assessment. The item mean scores and standard deviations for the 15
items on knowledge of continuous assessment ranged from 2.7 (SD = 1.01) to 3.5 (SD = 0.61).
The result shows that 14 items had mean scores above 2.5 which is the scale critical mean. Only
one item had mean score below 2.5. The findings that “By enabling on-going monitoring of
students’ performance, continuous assessment can provide early warnings of which students are
having problem” (mean = 3.5, SD = 0.61); “Continuous assessment could be defined as
monitoring of learners’ progress on an on-going basis while students are actually working their
way through a course” (mean = 3.3, SD = 0.92); and “Continuous assessment system requires the
assessment of the change in behaviours in terms of cognitive, affective and psychomotor
domain” (mean = 3.3, SD = 1.05) were the three highest scored items on knowledge of CA
subscale.
The items “Assessment in the psychomotor domain involves assessing the learners’ ability to use
his or her hands” (mean = 2.7, SD = 1.01), Continuous assessment can be given as pretest before
commencement of a course” (mean = 2.8, SD = 1.12) and “continuous assessment allows the use
of a far wider range of assessment techniques than terminal assessment” (mean = 1.9, SD = 0.97)
were the three lowest scored items. All the 15 items represented the teachers’ knowledge about
Continuous assessment, however, their level depends on their means scores. The average mean
score for the subscale is 3.0. This is indicative that teachers in basic nursing schools have
knowledge of Continuous assessment.
Objective 2: To determine the teachers Continuous assessment practices in the area under study.
The data generated to realize this objective was subjected to descriptive data analysis using mean
and standard deviation. The data were analyzed item by item and the means and standard
deviations for each of the items were presented on practice of continuous assessment subscale on
Table 3.
Table 3: Showing Teachers’ Practice of Continuous Assessment (CA)
n = 187
ITEMS SA A D SD x Stdev Dec
It is mandatory to carry out CA in my school in the
course(s) I teach.
52 47 40 48 2.6 1.15 A
I assess the students regularly in the course(s) I
teach in my school.
39 40 48 432 2.3 1.13 R
In constructing test items, I always cover the three
domains of learning e.g. cognitive, affective and
psychomotor.
40 37 70 451 2.4 1.05 R
I assess students at the commencement of a course
only.
10 45 102 409 2.2 0.76 R
I assess students only once during the course of
instruction.
27 85 40 478 2.6 0.96 A
I assess students several times during a course of
study before the end of course examination.
24 18 80 375 2.0 0.98 R
During clinical posting in the ward, I assess
students and use it as part of CA.
22 30 95 408 2.2 0.90 R
I take attendance after teaching and use it as part of
continuous assessment.
40 52 40 451 2.4 1.12 R
I give students scripts after scoring. 35 30 82 40 2.3 1.01 R
I mark students’ notes and use it as part of
continuous assessment.
2 5 111 70 1.7 0.58 R
I grade, mark and record students’ test and
assignment regularly.
24 22 101 40 2.2 0.91 R
I assess students using a wide variety of assessment
techniques other than quiz and class presentations.
35 28 94 30 2.4 0.97 R
I assess students only at the end of the block of
study.
40 85 27 35 2.7 1.01 A
Practice of continuous assessment (CA) 2.3 0.96 R
Dec = decision rule; A = Accept; R = Reject.
Table 3 above shows the mean scores and standard deviations of each of the 13-items on the
practice of Continuous Assessment subscale. The result revealed that 10 (ten) out of the 13 items on
the subscale had mean scores below 2.5 which is the critical subscale mean ranging from 1.7 (SD =
0.58) to 2.4 (SD = 0.97).
The remaining three items had mean scores above 2.5 ranging from 2.6 (SD = 1.15) to 2.7 (SD =
1.01).
The 3 highest scored items in this subscale were “it is mandatory to carry out Continuous
assessment in my school in the course(s) I teach” (mean = 2.6, SD = 1.15), “I assess students only
once during the course of instruction” (mean = 2.6, SD = 0.96) and “I assess students only at the end
of the block study” (mean 2.7, SD = 1.01).
The four lowest scored items in this subscale were “I assess students several times during a course
of study before the end of course examination” (mean = 2.0, SD = 0.98), “During clinical posting
in the ward, I asses students and use it as part of Continuous Assessment” (mean = 2.2, SD = 0.90),
“I grade, mark and record student test and assignment regularly” (mean = 2.2, SD = 0.91) and “I
mark students’ notes and use it as part of Continuous Assessment” (mean = 1.7, SD = 0.58).
The average mean score for this subscale is 2.3 (SD = 0.96).
This is indicative that there is poor practice of continuous assessment among teachers in basic
nursing schools.
Objective 3: To determine what purpose the continuous assessment results serves in the schools
under study.
The data generated to realize this objective was subjected to descriptive data analysis using mean
and standard deviations for each of the 9 items on the use of continuous assessment scores
subscale presented on Table 4.
Table 4: Sh owing Teachers’ Use of Continuous Assessment (CA) Scores
n = 187
ITEMS SA A D SD x Stdev Dec
The continuous assessment scores are always used
in decision making in my school.
11 21 105 50 2.0 0.79 R
I plan remedial course based on information got
from continuous assessment.
38 14 40 95 2.0 1.18 R
Continuous assessment forms part of students
overall result in my courses.
17 40 85 45 2.2 0.89 R
I use CA scores to guide the students and improve
teaching.
70 75 22 20 3.0 0.96 A
I use the scores to facilitate progress report to
parents, to other teachers and to learner.
40 52 55 40 2.5 1.05 A
CA scores are used in my school to make decision
in case of a student who inadvertently would not
write the final examination.
28 30 94 35 2.3 0.94 R
I identify students’ areas of strength and weakness
with the scores.
47 52 48 40 2.6 1.09 A
CA score has helped to improve learners’ study
habit in my course(s).
48 55 42 42 2.6 1.10 A
CA scores ensure continuity of records by adequate
keeping of records.
60 65 40 22 2.9 1.00 A
Use of continuous assessment (CA) scores 2.4 1.00 R
Dec = decision rule; A = Accept; R = Reject.
The results on Table 4 show the mean scores and the standard deviations of each of the items on
the teachers’ use of CA scores subscale that reveal the purpose CA results serve in the schools
under study.
The item mean scores and standard deviations of the 9 items in this subscale ranged from 2.0
(SD = 0.79) to 3.0 (SD = 0.96). The result also show that 5 items out of the 9 items in this
subscale had mean scores of 2.5 and above which is higher than the scale criteria mean score of
2.5. The remaining 4 items had mean scores below 2.5 ranging from 2.0 to 2.3. The highest
scored items in this subscale were “CA score ensure continuing of records by adequate keeping
of records” (mean = 2.9, SD = 1.00), “I use CA scores to guide the student and improve
teaching” (mean = 3.0, SD = 0.96), and “I identify students’ areas of strength and weakness with
the scores” (mean = 2.6, SD = 1.09).
The three lowest scored items were decision making in my school” (mean =2.0, SD = 0.79), “I
plan remedial course based on information got from continuous assessment (mean = 2.0, SD =
1.18) and “continuous assessment forms part of students overall result in my courses” (mean =
2.2, SD = 0.89). The average mean score for the subscale is 2.4.
Objective 4:
The data generated to realize this objective were subjected to descriptive data analysis using
mean and standard deviation. The data were analyzed item by item and the mean scores and the
standard deviations for each of the seven items on challenges of continuous assessment subscale
presented in table five (5).
Table 5: Challenges of Continuous Assessment (CA)
ITEMS SA A D SD Stdev Dec
Insufficient time for teaching and assessment. 97 71 13 6 3.4 0.76 A
Too many students in a class that continuous
assessment is made very difficult.
79 68 25 15 3.1 0.93 A
Work overload. 104 31 43 9 3.2 0.96 A
Lack of storage facilities for continuous
assessment materials.
41 54 48 44 2.5 1.08 A
Lack of materials like textbooks, modules for the
continuous assessment.
25 37 80 45 2.2 0.96 R
Poor knowledge of continuous assessment on the
part of the teachers.
23 53 66 45 2.3 0.97 R
Lack of capacity building on how to carry our
continuous assessment.
23 57 56 51 2.3 1.00 R
Challenge of continuous assessment (CA) 2.7 0.95 A
Dec = decision rule; A = Accept; R = Reject.
The result in Table 5 show that the item means and the standard deviations for the seven items on
the challenges of continuous assessment subscale ranged from 2.2 (SD = 0.96) to 3.4(SD = 0.76).
Three (3) out of the 7 items had mean scores above the scale average mean of 2.5 ranging from
3.4 (SD = 0.76) to 3.1 (SD = 0.93). The 3 highest scored items in this subscale were “insufficient
time for teaching and assessment” (mean = 3.4, SD = 0.76) “Work overload” (mean = 3.2, SD =
0.96), and “Too many students in a class that CA is made very difficult (mean = 3.1, SD = 0.93).
The 3 lowest scored items were “Lack of materials like textbooks, modules for CA” (mean = 2.2,
SD = 0.96), “Poor knowledge of CA on the part of the teachers (mean = 2.3, SD = 0.97) and
“lack of capacity building on how to carry out CA (mean = 2.3, SD = 1.00). The average mean
score for the subscale is 2.7.
Test of Hypotheses
Hypothesis 1: There is no significant relationship between teachers’ knowledge and practice of
continuous assessment
Table 6: Relationship between teachers’ knowledge and practice of continuous assessment
Teachers' knowledge of
CA
Teachers’ practice of
CA
Teachers' knowledge of
CA
Pearson
Correlation
1 0.540
P-value 0.000
N 187 187
Teachers’ practice of
CA
Pearson
Correlation
0.540 1
P-value 0.000
N 187 187
Findings in Table 6 above, shows that there is a significant positive correlation between teachers’
knowledge and practice of Continuous assessment (r = 0.540, P<0.05). This implies that the
knowledge of continuous assessment influences the practice of continuous assessment positively;
i.e. as the knowledge of continuous assessment increases, so also the practice of continuous
assessment increases. The null hypothesis is therefore rejected.
Hypothesis 2: There is no significant difference in the practice of continuous assessment
between male and female teachers.
Table 7: Differences in the practice continuous assessment between male and female
teachers
Gender No Mean Standard t-test df P-value
Deviation
Male 37 2.31 0.89 0.108 185 0.914
Female 150 2.29 1.03
From the result shown on Table 7 above on the practice of Continuous assessment between male
and female teachers, the male has a mean and standard deviation of 2.31±0.89, while the female
is 2.29±1.03. There is no significant difference in the practice of continuous assessment between
male and female teachers (P>0.05). The null hypothesis is therefore accepted.
Hypothesis 3: There is no significant difference in the practice of continuous assessment
between the teachers with diploma and those with university degree.
Table 8: Differences in the practice of teachers with diploma and university degree.
Educational No Mean Standard t-test df P-value
qualification Deviation
Diploma 19 2.07 1.05 2.138 185 0.034
University degree 168 2.53 0.87
The result in Table 8 above on the practice of Continuous assessment between the teachers with
diploma and those with university degree, shows that the teachers with diploma have a mean of
2.07(SD = 1.05), while the teachers with university degree have a mean of 2.53(SD = 0.87).
There is, therefore, significant difference in the practice of continuous assessment between the
teachers with diploma and those with university degree (P<0.05).
Hypothesis 4: There is no significant difference in the practice of continuous assessment as
regard years of work experience
Table 9: Differences in the practice Continuous assessment as regard years of work
experience
N Mean Std. Deviation
Teachers' practice of CA 1-5yrs 58 2.13 0.91
6-10yrs 92 2.25 1.04
11-20yrs 19 2.37 1.06
Above 20yrs 18 2.44 0.81
Total 58 2.13 0.91
One way ANOVA
Sum of
Squares
df Mean
Square
F P-value
Teachers' practice of CA Between Groups 1.144 3 0.381 2.197 0.049
Within Groups 31.766 183 .174
Total 35.645 186
The result on ANOVA Table above on the practice of Continuous assessment as regards years
of work experience of the teachers, shows that the teachers that had worked for 1-5years has the
mean 2.13(SD = 0.91), the teachers that had worked for 6-10 years has the mean 2.25(SD
=1.04), the teachers that had worked for 11-20 years has the mean 2.37(SD = 1.06), while the
teachers that had worked for above 20years has the mean 2.44(SD = 0.81). Therefore, there exist
a significant difference in the practice of Continuous assessment as regard years of working
experience (P<0.05). This implies that the higher the working experiences of the teachers, the
better the practice of continuous assessment. The hypothesis is therefore rejected.
Hypothesis 5: There is no significant difference in the use of Continuous assessment as regards
years of working experience.
Table 10: Differences in the use of Continuous assessment as regards years of working
experience
N Mean Std. Deviation
Teachers use of continuous
assessment (CA)
1-5yrs 58 2.36 1.01
6-10yrs 92 2.37 0.94
11-20yrs 19 2.41 1.05
Above 20yrs 18 2.44 0.98
Total 58 2.36 1.01
One way ANOVA
Sum of
Squares
df Mean
Square
F P-value
Teachers use of continuous
assessment (CA)
Between Groups 0.399 3 0.133 0.494 0.687
Within Groups 35.412 183 0.194
Total 40.242 186
The results on ANOVA Table above on the use of continuous assessment as regard to years of
working experience of the teachers, shows that the teachers that had worked for 1-5years has the
mean 2.36(SD = 1.01), the teachers that has worked for 6-10years has the mean 2.37(SD = 0.94),
the teachers that had worked for 11-20years has the mean 2.41(SD = 1.05), while the teachers
that had worked for above 20years has the mean 2.44(SD = 0.94). There is no significant
difference in the use of continuous assessment as regard years of work experience (P> 0.05). The
hypothesis is the therefore accepted.
SUMMARY OF RESULTS
The mean age and standard deviation of the respondents was 38.2 ± 6.1 years.
1. Majority of the teachers have knowledge of CA (mean score = 3.0).
2. Most teachers do not use various continuous assessment techniques in carrying out
continuous assessment (mean score = 2.3).
3. Continuous assessment results are not adequately used in decision making and do not
form part of the overall results in most schools (mean score = 2.4).
4. The teachers encounter challenges in carrying out continuous assessment especially
insufficient time and work overload (mean score = 2.7).
5. There is a significant positive correlation between teachers’ knowledge and practice of
CA. ( P < 0.05)
6. There is no significant difference in the practice of continuous assessment between male
and female teachers (P > 0.05).
7. There is a significant difference in the practice of continuous assessment between the
teachers with diploma and those with University Degree (P < 0.05).
8. There exists a significant difference in the practice of continuous assessment as regards
years of work experience (P < 0.05).
9. There is no significant difference in the use of continuous assessment as regards years of
work experience (P > 0.05).
CHAPTER FIVE
DISCUSSION OF THE FINDINGS
This chapter dealt with the discussion of the findings of the study, the conclusions drawn from
the findings and the educational implications of the study. Recommendations based on the
findings and suggestions for further research are also highlighted. Finally, limitations of the
study as well as a brief summary of the entire work were presented.
Discussion of Major Findings
The major findings of this study are discussed in line with the research objectives and hypotheses
that were formulated to guide the study. Specifically, the findings were discussed according to
the following sub-headings:
Teachers’ knowledge of Continuous Assessment:
One of the major findings of this study was that teachers in basic nursing schools have
knowledge of Continuous Assessment.
Findings in Table 2, “Continuous Assessment could be defined as monitoring of learners
progress on an on-going basis while students are actually working their way through a course”
(mean 3.3, SD = 0.92), “Continuous Assessment system requires the assessment of the change in
behaviour in terms of cognitive, affective and psychomotor domains” (mean 3.3, SD = 1.05),
“Continuous Assessment provides information or feedback to the teachers as well as to the
students and their parents about their relative performance in teaching and learning” (mean 3.3,
SD = 0.82) and “By enabling on-going monitoring of students’ performance, Continuous
Assessment can provide early warnings of which students are having problems” (mean 3.5, SD =
0.61) were the 4 items with highest mean scored out of the 15 items on the teachers’ knowledge
of Continuous Assessment subscale.
These findings are not surprised observations because most of the teachers in the basic nursing
schools are nurse educators and have knowledge of the various forms of assessment. This finding
is in agreement with that of Ajayi (2011), in which the knowledge assessment subscale
consisting of 13-items with mean of 19.6 revealed a high level of knowledge of Continuous
Assessment among the teachers. The result however differ from the findings of the study
carried out by Nsibande (2007) which reported poor knowledge of Continuous Assessment of the
teachers involved in the study. He stated that even though that teachers used assessment
strategies promoted by the Continuous Assessment programs, their assessment strategies
prioritized knowledge retention rather than cognitive development advocated by the programme.
One could probably attribute this to the setting used for the study.
Teachers’ practice of Continuous Assessment:
Findings in Table 3, “it is mandatory to carry out Continuous Assessment in my school in the
course(s) I teach (mean = 2.6, SD = 1.15), is not a surprised observation because through the
National Policy on Education (NPE), the Federal Government of Nigeria (FGN, 2004) Stated
that Educational assessment at all levels of education would be liberalized by basing them in
whole or part on Continuous Assessment. Additionally, Okafor and Iweze (2012), reported that
the Nursing and Midwifery Council of Nigeria approved that continuous assessment shall
constitute 30% of the total marks obtained by the student during the nursing program. In line
with this directive, one could say that the schools carry out one form of Continuous Assessment
or the other as indicated by the teachers.
Furthermore, the findings, “I assess students only once during the course of instruction” (mean =
2.6, SD = 0.96) and “I assess students only at the block study (mean = 2.7, SD = 1.01), clearly
portrays that most teachers do not implement the programme as stipulated. The possible
explanation for this could be lack of knowledge and understanding of the various facets of
Continuous Assessment. This is in line with the view of Simpson (2011), that if teachers do not
understand what the policy is trying to do, they will remain using assessment in a manner that
will not contribute to envisaged changes in the education system. In agreement with Simpson
(2011), Izard (2007) explained that a teacher with some understanding of the purposes of
assessment, knowledge of assessment techniques which are useful in particular contexts must be
in a better position to use these strategies wisely. This is more significant in terms of the ability
of the teachers to practice the continuous assessment programme successfully.
The items “I assess the students regularly in the course(s) I teach” (mean = 2.3, SD = 1.13) “In
constructing test items, I always cover the three domains of learning” (mean = 2.4, SD = 1.05),
and “I assess students several times during a course of study before the end of course
examination” (mean = 2.0, SD = 0.98) were the 3 lowest scored items on practice of continuous
assessment sub-scale. These three items are still emphasizing the fact that most teachers’ practice
of continuous assessment is poor. One could probably say that majority of the teachers do not
understand the programme and so could not effectively and efficiently implement it.
The assessment tasks and strategies they used are aimed primarily at measuring the learners’
familiarity with subject content. This agrees with Ezeoke (2005), who stated that most teachers
do not understand the system and what is practiced in many school is continuous testing of
cognitive domain.
Teachers’ use of Continuous Assessment:
Findings in Table 4 indicated that the 4 highest scored items on teachers use of continuous
assessment subscale is “I use the scores to guide the students and improve teaching “(mean 3.0,
SD = 0.96)”, “Continuous Assessment ensure continuity of records by adequate keeping of
records” (mean 2.9, SD = 1.00), “I identify students’ areas of strength and weaknesses with the
scores” (mean 2.6, SD = 1.09) and “Continuous Assessment has helped to improve learners’
study habit in my course(s)” (mean 2.6, SD = 1.10). These findings clearly emphasize that
teachers make use of the assessment scores on individual basis to improve the students learning.
This is in line with the view of Cunningham (2006) who stated that Continuous Assessment can
be used to monitor progress and improve study habits of the students. For parents and guardians,
the records of the performances of their wards will enable them to advice their wards in the
proper direction especially during periods of vacation.
However, the 3 lowest scored items are “the Continuous Assessment scores are always used in
decision making in my school” (mean 2.0 SD = 0.79) “I plan remedial course based on
information got from Continuous Assessment (mean 2.0, SD = 1.18), and “Continuous
Assessment forms part of students overall result in my courses (mean 2.2, SD = 0.89). These
findings clearly reveal that Continuous Assessment are poorly used in decision making in the
Nursing Schools under study. One could probably say that this is because most teachers do not
carry out the programme as stipulated by the policy and so do not have valid and reliable
assessment records which can be used as part of students overall result and in other important
academic decisions.
Relationship between teachers’ knowledge and practice of Continuous assessment:
One of the major findings in this study was that there exists a significant positive relationship
between teachers’ knowledge and practice of continuous assessment (r = 0.540, P < 0.05).
This implies that the knowledge of continuous assessment influences the practice of continuous
assessment positively. This is to say that as the knowledge of continuous assessment increases,
the practice of continuous assessment also increases. From this findings, one could probably say
that with adequate knowledge and understanding, the teachers could practice the programme
better. Findings in Table 2 on the knowledge of Continuous assessment subscale revealed that
most teachers still lack knowledge and understanding of Continuous assessment and this has
reflected in their practice as presented in Table 3.
In Table 3, these items “Continuous assessment allows the use of a far wider range of
assessment techniques than terminal assessment (mean = 1.9, SD = 0.97), “assessment in the
psychomotor domain involves assessing the learners ability to use his or her hands” (mean = 2.7,
SD = 1.01) and “continuous assessment cannot be given as pretest before commencement of a
course (mean = 2.8, SD = 1.12) clearly portrays that some teachers have poor understanding of
the various facets of continuous assessment and still need training to improve their knowledge
as well as their practice as revealed by the study. This is in line with the view of Hall (2008), that
there would be no change in the way teachers practice Continuous assessment if they were not
provided with the necessary training. He maintains that an understanding of intentions embedded
in policy is a significant factor for its effective implementation.
Differences in the practice of CA between male and female teachers:
Findings revealed that there was no significant difference in the practice of continuous
assessment between male and female teachers (P > 0.05).
Findings in Table 7 shows that the males have a mean 2.31(SD = 0.89), while the female is 2.29
(S.D = 1.03). By mere observation, there is a difference but when the means were further tested,
hypothesis of no significant difference between the males and females was established. This
implies that there is no significant difference between the mean ratings of continuous assessment
practiced by male and female teachers of the schools of Nursing.
The result could probably be attributed to the fact that there is no separate training for the males
and females teachers on the subject matter. The finding is in consonant with that of Ajuonuma
(2007) who reported that sex of lecturers does not affect Continuous Assessment practices in
Nigerian Universities.
Differences in the practice of CA between the teachers with diploma and those with
university degree:
Findings in Table 8 revealed that there was significant difference in the practice of continuous
assessment between the teachers with diploma and those with university degree on the practice
of continuous assessment (p < 0.05). Result of hypothesis 3 shows that the mean and standard
deviation of teachers with diploma is (mean = 2.07, SD = 1.05) and that of the teachers with
university degree is (mean = 2.53, SD = 0.87). The means were further tested and hypothesis of
significant difference between the teachers with diploma and those with university degree was
established. This implies that the teachers with university degree practiced continuous
assessment better than the teachers with diploma.
The findings could probably be attributed to the educational exposure of these teachers with
university degree. For instance, most of the teachers with university degree were trained in the
field of nursing education and this places them in better position to carry out continuous
assessment than the teachers with diploma education. This is in agreement with the views of
Dochy and McDowell (2007) which held that an understanding of what is to be done and the
reasons for doing it informs proper judgment and is achieved when people do not just follow
instruction’s and prescriptions blindly.
Differences in the practice of CA as regards years of work experience:
Findings in Table 9 revealed that there was a significant difference in the practice of continuous
assessment as regards years of work experience (P < 0.05).
The finding implies that the higher the work experiences of the teachers, the better the practice of
continuous assessment. The teachers who have practiced from 11 years and above were found to
be more efficient than teachers who have worked for below 10 years. This is in consonant with
that of Nsibande (2007), who reported that year of experience influences teachers
implementation of continuous assessment positively. This could be probably attributed to the fact
that they have mastered the skills of the programme.
Differences in the use of Continuous Assessment as regards years of work experience:
Findings in Table 10 reveal that there was no significant difference (P > 0.05) in the use of
continuous assessment as regards years of work experience. The years of work experience does
not have influence on the use of continuous assessment results. There appears to be peculiar
factors in the Nursing schools that may have accounted for this observation. But this is open to
further investigations to pin-point the factors that may be responsible.
However, this could probably be explained by poor understanding and poor practice as revealed
by the study. This observation is in contrast to the view of Cunningham (2006), who stated that
continuous assessment is not an exercise in futility. It hopes to foster educational advancement
and can be used for many purposes in the teaching-learning situation such as placement,
diagnostic, remedial and motivational purposes.
Challenges of Continuous Assessment
Findings in Table 5 revealed that the three challenges encountered most by teachers in carrying
out continuous assessment were “insufficient time for the teaching and assessment” (mean = 3.4,
SD = 0.76), “work overload” (mean = 3.2, SD = 0.96), and “too many students in a class” (mean
= 3.1, SD = 0.93). These three items are invariably pointing to the same idea which has to do
with too much work for the teachers. For successful implementation of the continuous
assessment approach, teachers need to give most tests, which means more marking. They need to
observe the learners more keenly to assess their affective outcomes and there will be more
records to be kept on the learners. All these could mean more work to the teacher, more demand
on his or her time and more responsibility on him or her.
This findings is in agreement with Ugodulunwa (2008), who reported that the task of Continuous
Assessment due to frequent testing and marking of papers increases teachers’ workload and
weigh them down. This could probably lead to burn out syndrome.
The item “too many students in a class that Continuous Assessment is made very difficult (mean
= 3.1, SD = 0.93) obviously imply that too many students places a great challenge on the teacher
and makes assessment stressful. The teacher finds it difficult to teach and evaluate effectively
even if he or she has the competence when there are too many students. This is in line with the
study conducted by Amoah (2005), who reported that a lot of stress is put on teachers due to
large number of students.
The findings “lack of materials like textbooks, modules for the Continuous Assessment” (mean =
2.2, SD = 0.96) and “lack of capacity building on how to carry out Continuous Assessment”
(mean = 2.3, SD = 1.00) show that the teachers are not properly equipped for the implementation
of Continuous Assessment programme. This goes to agree with Onukwuba (2003), who stated
that many schools are poorly funded. In this instance, the necessary workshop seminar which
would have been attended by teachers is not forth coming.
It is apparent from the findings that most of the challenges encountered by the teachers resonate
with the contemporary literature on this subject. Most of these challenges were congruent with
those mentioned in chapter two of this study. The emerging findings support results from
previous studies in which large class sizes, work overload etc. were identified as challenges
working against the implementation of continuous assessment in schools. These challenges could
be perceived as stressors and this would have a negative impact on the quality of education in
Nigeria.
Implication of the findings
The findings of this study have some implications as follows.
• Many teachers in the schools are incompetent in conducting effective and efficient
assessment of learners achievement. The implication of this is that the students are not
assessed using a wide variety of instruments and are also not assessed in affective and
psychomotor domains adequately. This implies that the overall ability of the student is not
assessed.
• Continuous assessment scores are not adequately utilized in decision making in the schools.
This may have resulted to poor performance of some students in these schools, who
ordinarily would have performed better if there was adequate utilization of Continuous
Assessment results.
• If the teachers are adequately trained for the practice of continuous assessment, the students will
be adequately assessed and evaluated.
• Sufficient instructional materials are very essential for the effective and efficient implementation
of continuous assessment as lack of these materials will obviously affect the implementation of
the programme.
Limitations of the Study
The conclusions and generalizations that can be made from the findings of this study are subject to
some limitations.
Firstly, the present study was peculiar in the sense that no such study has been carried out in the
South East zone of Nigeria. As a result there was a great dearth of knowledge and literature in this
area. The poor/scarce literature was compensated by some relevant literatures from other areas. This
formed a major limitation for this study. The few literatures articulated formed the background for
this study.
Furthermore, it was difficult to gain co-operation from some of the respondents. Some of the
teachers were reluctant in co-operating with the researcher because some teachers felt that the
researcher was interrupting their schedule.
The researcher also encountered huge financial expenses in carrying out this research.
Suggestion for Further Studies
The present study has provided empirical information about knowledge and use of continuous
assessment among teachers in basic schools of nursing. This study opens up avenue to some other
areas that could be investigated in order to improve the assessment of learners in schools of
Nursing. However it is not all that appropriate to make definite conclusion on only a single study of
this kind, putting into consideration the possible shortcomings of this study. There is therefore the
need to replicate this study in order to provide empirical support for the findings of the present
study.
• This study should be replicated using university teachers in departments of Nursing sciences
in South East zone of Nigeria.
• A study could be carried out to investigate the factors that militate against the use of
continuous assessment for academic decision making in schools of nursing.
Summary
This study was carried out to reveal the knowledge and use of continuous assessment among
teachers in basic schools of nursing in South-East zone of Nigeria. Four objectives and five
hypotheses guided the study.
The objectives were to:
• ascertain what the teachers know about continuous assessment.
• determine the teachers continuous assessment practices in the area under study.
• determine what purposes continuous assessment results serve in the area under study.
• identify the challenges teachers encounter in carrying out continuous assessment.
Relevant literatures were reviewed to cover the objectives of the study
The research design was the descriptive cross-sectional survey. All the 194 teachers in schools of
nursing in the south-east zone were used for this study. A validated questionnaire structured by
experts was used to collect data. Data obtained were analyzed using descriptive statistics. Major
findings of the study revealed that majority of the teachers have knowledge of Continuous
Assessment, but most teachers do not use various continuous assessment techniques in carrying
out continuous assessment. Also Continuous assessment results are not used in decision making
and do not form part of the overall results in most schools. The teachers encounter challenges in
carrying out continuous assessment especially insufficient time and work overload.
There is a significant positive correlation between teachers’ knowledge and practice of
Continuous Assessment but there is no significant difference in the practice of continuous
assessment between male and female teachers.
There is a significant difference in the practice of continuous assessment between the teachers
with diploma and those with University Degree and there exists a significant difference in the
practice of continuous assessment as regards years of work experience but there is no significant
difference in the use of continuous assessment as regards years of work experience.
Based on the findings, the conclusion among others, is that as knowledge of Continuous
Assessment increases, the practices also increases. Suggestions for further research are
highlighted for a replication of the study in department of Nursing sciences of South East of
Nigeria.
Conclusion
Based on the findings of the present study, the following conclusions were made;
• Majority of the teachers have knowledge of Continuous Assessment
• A significant portion of the teachers do not use various continuous assessment techniques
in carrying out continuous assessment.
• Continuous assessment results are not adequately used in decision making and do not
form part of the overall results in most of the schools.
• The teachers encounter challenges in carrying out continuous assessment especially
insufficient time and work overload.
• There is a significant positive correlation between teachers’ knowledge and practice of
Continuous Assessment.
• There is no significant difference in the practice of continuous assessment between male
and female teachers.
• There is a significant difference in the practice of continuous assessment between the
teachers with diploma and those with University Degree.
• There exists a significant difference in the practice of continuous assessment as regards
years of work experience.
• There is no significant difference in the use of continuous assessment as regards years of
work experience.
Recommendations
The following recommendations are made in view of the findings and educational implications
of the study.
• Teachers should use various techniques and tasks in carrying out continuous assessment
to ensure that all the aspects of continuous assessment are adequately covered. The result
obtained from such a comprehensive assessment will be more valid and reliable.
• Although this study does not suggest that training alone will provide absolute solutions or
answers to all the challenges confronting the practice of Continuous Assessment in the
zone, it is seen as a chief corner-stone upon which Continuous Assessment policy could
be established and effectively implemented.
• Every school authority should ensure that there is a professional guidance and counsellor
who will in some measure help in the successful use of continuous assessment.
• From time to time, the teacher's instructional methods should be assessed in order to
improve his/her performance. This will aid in the effective and efficient teaching-learning.
• The teacher's motivation is a necessary pre-requite for an effective continuous assessment.
Various governments should ensure that salaries are not only paid regularly but also
comparable with those of other professional of similar or equivalent qualification.
• The Nursing and Midwifery Council should see to the effective implementation of this
policy in all the schools of nursing in Nigeria. They should ensure that the teachers have
adequate qualifications, that there are adequate number of teachers in the schools and finally
that the scores are correctly and efficiently computed and used for academic decisions
regularly in all the schools.
• Seminars, conference and workshops should be organised regularly for teachers in the
schools of nursing to expose them to acquire the skills required to practice continuous
assessment. These seminars/conferences, workshops should also embrace programmes that
will update the knowledge and skills of the serving teachers on the various continuous
assessment techniques. This will help them to carry out continuous assessment adequately.
• The schools should be adequately funded since a lot of money is needed in the
implementation of continuous assessment.
• Lastly, the researcher would like to lend support to the notion that “no nation can rise
above the quality of its teachers” (Federal republic of Nigeria, 2004). Therefore, there is
need to make the teachers preparation programme richer in training in assessment related
activities and courses. This will equip them with adequate skills in assessment tools when
they get to the classroom.
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SECTION A
DEMOGRAPHIC CHARACTERISTICS
Please tick [%%%%] as appropriate in the space provided
1. Name of school __________________________________________
2. Sex
a) Male [ ]
b) Female [ ]
3. Age [ ] Please specify age at last birth day.
4. Marital Status
a) Single [ ]
b) Married [ ]
c) Widowed [ ]
d) Separated [ ]
e) Divorced [ ]
f) Cohabiting [ ]
5. Highest academic qualification
a) Diploma [ ]
b) 1st Degree [ ]
c) M.Sc Degree [ ]
d) Ph.D [ ]
6. Years of Experience
a) 1 - 5 [ ]
b) 6 - 10 [ ]
c) 11 - 20 [ ]
d) Above 20 years [ ]
SECTION B
Please tick [√ ] the opinion that applies to you in the course(s) you teach.
The response format is as follows:
Strongly Agree SA - 4
Agree A - 3
Disagree D - 2
Strongly Disagree SD - 1
S/N Items SA
4
A
3
D
2
SD
1
Knowledge of continuous assessment
(CA)
7 Continuous assessment could be
defined as monitoring of learners'
progress on an on-going basis while
students are actually working their way
through a course or major unit.
8 Continuous assessment system requires
the assessment of the change in
behaviours in terms of cognitive,
affective and psychomotor domains.
9 Assessment in the cognitive domain is
associated with the process of
knowledge and understanding.
10 The affective domain applies to
characteristics such as attitudes,
motives and interests, and other
personality traits.
11 Assessment in the psychomotor
domain involves assessing the learners’
ability to use his or her hands.
12 In CA comprehensive data is collected
on students' performance in a
systematic manner.
13 Continuous assessment provides
objective and cumulative records of the
student performance.
14 Continuous assessment allows the use
of a far wider range of assessment
techniques than terminal assessment.
15 Continuous assessment provide much
more extensively syllabus coverage
than terminal assessment.
16 Continuous assessment can take a wide
range of forms, including periodic
tests, essays and other types of
assignment like on-going assessment of
practical performance.
17 By enabling on-going monitoring of
students performance, continuous
assessment can provide early warnings
of which students are having problems.
18 Continuous assessment provides
information or feedback to the teachers
as well as to the student and their
parents about their relative
performance in teaching and learning.
19 Continuous assessment can not be
given as a pre-test before
commencement of course
20 Continuous assessment can be carried
out several times in a particular course
before the final assessment
21 Continuous assessment grades are used
to compute students' final result.
Practice of continuous assessment
(CA)
22 It is mandatory to carry out CA in my
school in the course(s) I teach.
23 I assess the students regularly in the
course(s) I teach in my school.
24 In constructing test items I always
cover the three domains of learning e.g.
cognitive, affective and psychomotor.
25 I assess students at the commencement
of a course only.
26 I assess students only once during the
course of instruction.
27 I assess students several times during a
course of study before the end of
course examination.
28 During clinical posting in the ward I
assess students and use it as part of CA.
29 I take attendance after teaching and use
as part of continuous assessment.
30 I give students scripts after scoring.
31 I mark students notes and use it as part
of continues assessment
32 I grade, mark and record students' test
and assignment regularly
33 I assess students using a wide variety
of assessment techniques other than
quiz and class presentations.
34 I assess students only at the end of the
block of study
Use of continuous assessment (CA)
scores
35 The continuous assessment scores are
always used in decision making in my
school
36 I plan remedial course based on
information got from continuous
assessment
37 Continuous assessment forms part of
students overall result in my courses
38 I use CA scores to guide the students
and improve teaching
39 I use the scores to facilitate progress
report to parents, to other teachers and
to learner
40 CA scores are used in my school to
make decision in case of a student who
inadvertently would not write the final
examination
41 I identify students areas of strength and
weakness with the scores
42 CA score has helped to improve
learners habit in my course(s)
43 CA scores ensure continuity of records
by adequate keeping of records.
Challenges of continuous assessment
44 Insufficient time for teaching and
assessment
45 Too many students in a class that
continuous assessment is made very
difficult.
46 Work overload
47 Lack of storage facilities for
continuous assessment materials.
48 Lack of materials like textbooks,
modules for the continuous assessment
49 Poor knowledge of continuous
assessment on the part of the teachers.
50 Lack of capacity building on how to
carry out continuous assessment.
APPENDIX A
The table below shows the population of teachers in the 16 schools of nursing in the south-east
zone.
Table 1:
S/N State and name of school in Abia Number of Teachers
1 School of Nursing Abia State University Teaching
Hospital (ABSUTH) Aba
14
2 School of Nursing Amachara 12
3 School of Nursing Federal Medical Centre
Umuahia
12
Imo
1 School of Nursing Umulowo 10
2 School of Nursing Mbano 12
3 School of Nursing Amaigbo 10
4 School of Nursing Emekuku 12
5 School of Nursing Owerri 10
Anambra
1 School of Nursing Nnamdi Azikiwe Teaching
Hospital (NAUTH)
20
2 School of Nursing Our Lady of Lourde's Hospital
Ihiala
12
3 School of Nursing Iyi-Enu Ogidi 10
4 Anambra state School of Nursing Nkpor 10
Enugu
1 School of Nursing University of Nigeria Teaching
Hospital (UNTH)
15
2 School of Nursing ESUT 14
3 School of Nursing Bishop Shannahan 10
Ebonyi
1 School of Nursing Mater Miserricordia Afikpo 11
Total number of Teachers = 194
Source: From School Registers, 2011
APPENDIX C
QUESTIONNAIRE
Department of Nursing Sciences,
Faculty of Health Sciences and Technology,
University of Nigeria,
Enugu Campus.
Dear Respondent,
I am a Master of Science (M.Sc) student of the above institution, conducting a research on
“Knowledge, Practice and use of Continuous Assessment among Teachers' in Basic Schools of
Nursing in Southeast Zone, Nigeria”. Before you start filling the questionnaire, you are required to
sign a consent form. Your participation is strictly voluntary.
Kindly give honest and frank responses to each question. I assure you that all information given will
be treated confidentially and used for the purpose of this study. Do not write your name on the
questionnaire.
Thank you for your co-operation.
Yours sincerely,
Udeh Mercy E.
APPENDIX D
INFORMED CONSENT
Introduction: My name is Udeh Mercy E., a postgraduate student of the Department of Nursing
Sciences, Faculty of Health Sciences, University of Nigeria, Enugu Campus.
Voluntary Nature of Participation: Subjects’ participation in this study is entirely voluntary. You
have the right to withdraw consent and discontinue participation in the study at any given time.
Study Procedure: I am carrying out a study on knowledge, practice and use of Continuous
Assessment among teachers in basic schools of Nursing in Southeast Zone of Nigeria. In this study,
you will be required to fill the questionnaire. Please feel free to ask for clarification on any question
you do not understand.
Risk: The process of filling the questionnaire will not cause you any harm or injury.
Confidentially: Please, note that information you give will be kept confidential and your name will
never be used in connection with any information you give.
Feed Back: In case of any clarification, you can contact me on 08039559406.
Response: The study has been explained to me and I finally understand the consent of the study
process. I will be willing to participate in the study described above.
…………………… ……………………… ………………….……….
Signature of Participation Signature of Witness Signature of Researcher
…………………………… ……………………… ………………….……….
Date Date Date